iiTACK 
ANNEX 


<urse  of  Study 

the  J*  Jf 

]ublic  Schools 

of  the  M  M 

City  of  Superior, 

Wisconsin, 

1905. 


OUTLINE 


OF  THE 


COURSE  OF  STUDY 


FOR  THE 


PUBLIC  SCHOOLS 


OF  THE 


CITY  OF  SUPERIOR, 

WISCONSIN. 


B.  B.  JACKSON,  Superintendent. 


1905. 

Published  by  Direction  of  the 
Board  of  Education. 


The  Dunn-Whipple  Printing  Co., 

.Superior,  Wisconsin, 


GRADES. 


2065G57 


PROGRAM  AND  TIME  SCHEDULE. 


Recitations  in  the  First,  Second,  and  Third  Grades  should  be  limited 
to  twenty  minutes;  in  the  Fourth,  Fifth,  and  Sixth  to  twenty-five 
minutes;  and  in  the  Seventh  and  Eighth  to  thirty  minutes.  Manual 
work  may  be  continued  for  a  slightly  longer  period. 

In  making  programs,  teachers  should  consider  difficulty  of  sub- 
jects and  fatigue  periods  of  the  pupils.  Short  periods  with  intense 
work,  provided  program  admit  of  sufficient  variation  in  kind  of  work, 
are  productive  of  best  results. 

Beading — Twice  daily  in  first  and  second  grades;  daily  in  other 
grades. 

Word  Drill — Separate,  short  and  frequent  in  first  two  grades. 

Phonics — Separate,  short  and  frequent  drills  in  first  two  grades; 
continued  through  all  grades. 

Thought  and  Expression — Aim  of  reading  throughout  the  course, 
but  mastery  of  printed  forms  through  word-drill  and  phonics 
the  only  means  in  the  lower  grades. 

Spelling — Short  and  frequent  drill  in  all  grades — phonics  assist- 
ing in  lower  grades. 

Language — Daily. 

Observation — Separate,  short,  and  frequent  drill  in  first  three 

grades — Daily. 

Oral  Language — Major  part  of  work  in  the  lower  grades — Daily. 
Written  Language — Little  in  lower  grades,  amount  increasing 

in  the  upper  grades. 

Arithmetic — Daily. 

Sense  Training — Separate,  short,  and  frequent  drill  in  first  three 

grades. 
Speer  Blocks — Regular  short  and  rapid  work  in  lower  grades. 

This  with  sense  training  the  principal  work  of  first  two  grades. 
Numbers — Short  periods,   quick   intense   work — throughout  the 

course. 

Geography — Daily.  This  work  partaking  of  nature  work  largely 
in  first  two  grades  and  forming  the  correlating  center  for 
nature  work  of  all  the  grades. 

History — General  lesson  in  first  two  grades.  Daily  in  the  other 
grades,  length  of  period  increasing  with  the  upper  grades. 

Manual  Training. 

Drawing — Three  periods  of  twenty  minutes  each  per  week,  or  in 
upper  grades  two  periods  of  thirty  minutes  each. 

Construction  Work — Daily  in  lower  grades;  two  periods  per  week 
in  intermediate  grades;  and  one  period  of  shop  work  and  sew- 
ing in  Seventh  and  Eighth  Grades. 


COURSE  OF  STUDY 

Penmanship — Daily  in  lower  grades;  at  least  two  periods  per  week 
in  upper  grades. 

Music — Short  daily  periods  in  first  three  grades;  three  periods  of 
twenty  minutes  each  per  week  in  other  grades.  Special  chorus 
work  outside  regular  periods. 

Physical  Culture— Daily  exercises  in  all  grades — short  periods  of 
real  training. 

General  Lessons— At  least  one  daily.     Period  of  fifteen  minutes. 
History  or  Civics. 
Literature. 
Physiology. 
Morals  and  Conduct. 
Current  Events. 

These  are  to  alternate  with  one  another.  In  grades 
where  any  one  is  regularly  taught  that  one  is  not  to  be  con- 
sidered one  of  the  general  lessons. 

lift-esses — One  of  ten  minutes  in  each  session  in  first  three  grades; 
one  of  ten  to  fifteen  minutes  during  morning  session  in  the 
other  grades.  All  recesses  should  be  out  of  doors  when  weath- 
er permits. 


READING. 


FIRST  GRADE. 

1  B.    Read:     New  Education  Reader,  Book  One. 

1  A.    Read:     New  Education  Reader,  Book  One. 

Nature's  By-ways — Ford. 
Skyward  and  Back — Robinson. 
First  Readers. 

Stories  to  be  told  or  read  to  classes  for  oral  reproduction  and 
study.  The  following  will  be  found  helpful: 

Whittier's  Child  Life,  Scudder's  Child's  Book,  Hawthorne's  Won- 
der Book,  and  Tanglewood  Tales,  Hiawatha,  Little  Folks  of  Other 
Lands,  Seven  Little  Sisters,  Each  and  All,  Little  People  of  Asia,  Stories 
of  Old  Greece,  Nature  Myths,  Classic  Myths,  Cat  Tails  and  Other  Tales, 
Heart  of  Oak  I.,  All  the  Year  Round,  Little  Nature  Studies,  Parts  I. 
and  II.,  Storyland  of  Flowers,  Stories  of  Long  Ago,  Fifty  Famous  Stor- 
ies Retold,  Hofer's  Christ  Tales,  Flower  Fables,  Little  Folks  in  Feathers 
and  Fur,  Emile  Poulsson's  In  the  Child's  World,  Wiltse's  Stories  and 
Morning  Talks,  Wiltse's  Talks  for  Kindergartens  and  Primary  Schools, 
Wiggins'  The  Story  Hour,  Harrison's  Story  Land. 

SECOND  GRADE. 

2  B.    Read:     New  Education  Reader,  Book  Two. 

Plant  Life — Bass. 
In  Maryland — Pratt. 
Aesop's  Fables — Pratt. 
Bow-wow   and   Mew-mew — Craik. 

Stories  and  readings:     Lucy's  Wonderful  Globe. 
Foulke's  Twilight  Stories. 
Robinson  Crusoe. 
Big  People  and  Little  People  of  other  Lands. 

— Shaw. 
Wee  Doggie — Traice. 

2  A.    Read:     New  Education  Reader,  Book  Three. 

Animal  Life — Bass. 

Story  Reader — Logie  &  Uecke. 

Around   the  World — 1    (Geog.) 

Stories  and  Readings:     Draw  from  the  list  suggested  for  2  B. 
Books  of  Legend  Told  Over  Again— 

Scudder. 

Strange  Adventures  of  Billy  Trill— 
Cheever. 

THIRD  GRADE. 

3  B.    Read:     Fable  and  Folk  Stories — Scudder. 

Fifty  Famous  Stories  Retold — Baldwin. 
Little  Folks  of  Other  Lands   (Geog.) 
Stories  of  Great  Americans  for  Little  Americans — 
Eggleston    (Hist.) 


COURSE  OF  STUDY 

Stories  and  Readings:     Stories  of  Old  Greece — Firth. 

My  Saturday  Bird   Class — Miller. 
Among   the   Farm     Yard     People — 
Pierson. 

3  A.    Read:     Third  Readers. 

Robinson  Crusoe. 

Seaside  and  Wayside — 1   (Geog.) 

Colonial  Children — Pratt   (Hist.) 

Stories  and  Readings:  Twelve  Lessons  on  Kindness  to  Animals. 
Big   Brother — Johnson. 
Stories    of    Indian    Chieftains — Husted. 
My  Woodland  Intimates. 

FOURTH  GRADE. 

4  B.    Read:     Fairy  Tales — Andersen. 

Stories  of  American  Life  and  Adventure — Eggleston. 
Seaside  and  Wayside — II  (Geog.) 
Viking  Tales — Hall. 

Stories  and  Readings:  Black  Beauty — Sewell. 

Adventures  of  a  Brownie — Craik. 
Boys  of  Other  Countries — Taylor. 
The  Angel's  Story — Adelaide  Proctor. 

4  A.     Read:     Song  of  Hiawatha — Longfellow. 

Aesop's  Fables — Stickney. 
Heart  of  Oak — II    (Selections.) 
Ways  of  Wood-Folk — Long. 

Stories  and  Readings:  Old  Greek  Stories — Baldwin. 
Alice  in  Wonderland. 
Bird's  Christmas  Carol. 
Boyhood  of  Famous  Americans. 

FIFTH  GRADE. 

5  B.    Read:     Wilderness  Ways — Long. 

Water  Babies — Chas.   Kingsley. 
Seaside  and  Wayside — III. 
Ten  Boys — Andrews. 

Stories  and  readings:  My  Summer  in  a  Garden — Warner. 

Child     Stories     from     the     Masters — 

Menefee. 

Arabian  Nights — Hale. 
Songs  of  Labor — Whittier. 
Madam  How  and  Lady  Why — Kingsley. 

5  A.    Read:     King  of  the  Golden  River — Ruskin. 
Tales  of  Troy — DeGarmo. 
Heart  of  Oak — III.    (Selections.) 
Wonder  Book — Hawthorne. 

Stories  and  Readings:  Swiss  Family  Robinson. 

The  Story  of  Roland — Baldwin. 
The  Story  of  the  Iliad — Church. 
The  Story  of  the  Odyssey — Church. 
Widow  O'Callagan's  Boys. 
Hoosier  Schoolboy — Eggleston. 
Four  Little  Peppers     and     How     They 
Grew — Sidney. 


SUPERIOR  PUBLIC  SCHOOLS  9 

SIXTH  GRADE. 

OB.    Read:     Selections  from  Longfellow. — Riverside,  Nos.  Hand  63. 

Little  Nell — Dickens. 
Stories  from  Hawthorne. 

Stories  and  Readings:     See  5  A. 

6  A.    Read:     Birds  and  Bees  and  Sharp  Eyes — Burroughs. 

Tanglewood   Tales — Hawthorne. 
Snowbound — Whittier. 

Stories  and  Readings:  Hans  Brinker — Mary  Mapes  Dodge. 
The  Story  of  Seigfreid — Baldwin. 
Young  America  Abroad — Optic. 

SEVENTH  GRADE. 

7  B.    Read:     Tales  of  the  White  Hills — Hawthorne. 

Miles  Standish — Longiellow. 
Sketch  Book — Irving. 
Christmas  Carol — Dickens. 

Stories  and  Readings:  'lorn  Brown  at  Rugby — Hughes. 
Tales  of  a  Grandfather — Scott. 

7  A.    Read:     Evangeline — Longfellow. 

Tales  from  Shakespeare — Pratt  (or  Lamb). 
Grandfather's   Chair — Hawthorne. 
Heart  of  Oak — IV.    (Selections.) 

Stories  and  Readings:  Mopsa,  the  Fairy. 

Snow   Image — Hawthorne. 

EIGHTH  GRADE. 

8  B.    Read:     Lady  of  the  Lake — Scott. 

A-Hunting   of   the   Deer — Warner. 
Peasant  and  Prince — Martineau. 

Stories   and  Readings:  Succession   of   Forest  Trees  and   Wild 
Apples — Thoreau. 

8  A.     Read:     The    Deserted    Village — Goldsmith. 
Vision    of  Sir  Launfal — Lowell. 
The  Merchant  of  Venice — Shakespeare. 
Idylls  of  the  King — Tennyson. 

Stories  and  Readings:  The  Ancient  Mariner — Coleridge. 
Julius  Caesar — Shakespeare. 
Ivanhoe — Scott. 

SUGGESTIONS. 

In  the  first  four  grades  particular  attention  should  be  given  to 
the  mechanics  of  reading,  though  the  expression  should  not  be  slighted. 

Observe  two  aims:  Reading  for  drill  and  reading  for  the  thought. 
The  one  gives  rapid  recognition  of  words  and  correct  pronunciation, 
the  other  is  necessary  to  good  expression.  Do  not  combine  the  two  in 
one  recitation.  Select  some  portions  for  drill  and  some  for  thought. 

In  the  Fourth  Grade  begin  the  use  of  the  dictionary  and  other 
reference  books,  and  insist  upon  their  use  throughout  the  course. 


10  COURSE  OF  STUDY 

In  the  upper  grades  call  attention  to  allusions,  the  choice  of  words 
and  the  figures  of  speech;  compare  the  styles  of  the  authors  read. 

Do  not  permit  slovenly  habits  of  reading. 

Enter  into  the  spirit  of  the  reading  of  the  pupils. 

Have  frequent  reproductions  of  passages  read. 

Require  definite  preparation  for  the  reading  lesson. 

Try  to  inspire  a  love  for  good  literature,  and  direct  the  home 
reading  of  the  pupils. 

Give  frequent  voice  training;  require  pupils  to  speak  clearly  and 
distinctly. 


LANGUAGE. 


Basic   Principles    for   the   Language   Work   of   the   First,    Second   and 

Third  Grades. 

I.  Environment  is  a  factor  of  special  importance  in  the  training  of 

children. 

The  child  should  become  familiar  with  his  environment — to  this 
end  that  his  senses  should  be  definitely  trained  so  that  his  information 
may  be  definite  and  accurate.  This  lays  a  foundation  for  language. 

1.  There  should  be  an  in-gathering  of  language  material   from 

myth,  story,  history,  nature: 

Orpheus  the  type  of  the  great  musician. 

Hercules  typical   for  strength. 

Nero  for  cruelty. 

Lincoln  for  honesty. 

Bee  and  ant  for  industry. 

Lily  for  purity — whiteness. 

Stories  and  material  selected  for  a  definite  purpose. 
Stories  that  arouse  certain  emotions. 
Stories — courage,  obedience,  honesty,  etc. 

2.  Sentences  expressing  facts  in  different  ways: 

The  flower  is  white. 

The  flower  is  the  color  of  snow. 

The  flower  is  the  color  of  silvery  clouds. 

The  flower  is  the  color  of  wool. 

The  flower  is  the  color  of  foam. 

The  boy  is  small. 

The  boy  is  little. 

My  book  is  new. 

My  book  is  not  old. 

Three  times  four  are  twelve. 

Three  fours  are  twelve. 

Four  multiplied  by  three  equals  twelve. 

Opportunities   for   this   work   arise  constantly   in   second   and 

third  grades. 
Nearly  every  short  sentence  is  material. 

3.  Sentences  for  choice: 

The  silvery  waves  were  beautiful. 

The  white  waves  were  beautiful. 

Her  sunny  locks  hang  on  her  temple  like  a  golden  fleece. 

Her  yellow  locks  hang  on  her  temple  like  a  golden  fleece. 

The  apple  is  large. 

The  apple  is  big,  etc. 

II.  "Environment  must  afford  sufficient  stimuli  to  develop  the  senses 

and  give  room  for  sufficient  motor  action  in  the  growing  nervous 
system." 


12  COURSE  OF  STUDY 

1.  Observation  lesson. 

(a)  Those  having  in  mind  the  definite  training  of  the  senses 
rather  than  the  getting  of  information.     Developing  power 
of  observation,  the  real   point, — knowledge  used  as  a  test 
of  the  former.     It  is  important  that  teachers  aim  for  the 
thing  here,  training  not  knowledge. 

(b)  Those   having   in   mind   the   discovering   of   relations   be- 
tween objects.     In  this  series  of  lessons  two  or  more  ob- 
jects would  always  be  under  consideration.     These  are  in 
the  main  the  classes  of  relation: 

a.  General   relations. 

b.  Similarities. 

c.  Differences. 

Material  is  always  at  hand  for  there  are  always  two  or  more  ob- 
jects present  that  may  be  used — two  boys — two  girls — two 
blackboards,  etc. 

2.  Correct  imaging — after  observing. 

"Normal  culture  would  see  that  the  images  of  all  the  senses 
were  equally  distinct." 

(a)  Summon  visual  images,  for  example,  of 

Rose,  daisy,  clover,  geranium,  daffodil,  crocus,  marigold,  violet, 
lilac,  apple,  peach,  pear,  hawthorn,  and  laurel  blossoms,  evening 
cloud,  thunder  cloud,  full  moon,  quarter  moon,  the  face  of  a 
friend,  the  color  of  his  hair  and  eyes,  a  red,  green  and  yellow 
apple,  the  bluish  tinge  on  a  cluster  of  grapes,  a  fish,  lobster,  cat, 
horse,  lamb,  cow,  dog,  rooster,  duck,  goose,  a  mountain,  hill, 
landscape,  a  stream  with  varying  vegetation  along  its  bank,  the 
constellations  of  the  stars,  the  varying  surface  of  the  ocean,  a 
snow  bank,  snowflakes. 

(b)  Endeavor  to  revive  the  sensations  had  on  touching,  for  example: 

Snow,  files,  the  edge  of  a  knife,  feathers,  glass,  molasses,  cot- 
ton, linen,  velvet,  wool,  fur,  dough,  ice,  water,  putty,  pitch. 

(c)  After  repeatedly  tasting  see  how  distinctly  can  be  recalled  the 
taste,  for  example,  of 

Chicken,  duck,  lemon,  strawberry,  raspberry,  pineapple,  peach, 
honey,  sugar,  molasses,  vinegar,  castor  oil,  oysters,  veal,  beef, 
mutton,  pear,  sour  apple,  sweet  apple,  custard,  chocolate,  maple 
syrup,  turnip,  celery,  mustard,  pepper,  radishes,  jelly. 

(d)  After  carefully  experimenting  with  each  one,  see  how  distinctly 
can  be  recalled  the  odor,  for  example,  of 

The  rose,  the  honeysuckle,  the  new-mown  hay,  the  lilac,  the 
geranium  leaf,  the  daisy,  pennyroyal,  turpentine,  tansy,  the 
hyacinth,  the  carnation,  the  blossoming  orchard. 

(e)  Recall  the 

Moaning  of  the  pines;  cackling  of  domestic  fowl;  songs  of 
birds;  e.  g.  robin,  canary,  oriole,  thrush;  sound  of  the  flute, 
harp,  violin,  piano,  organ;  cry  of  the  owl,  ringing  of  a  bell, 
bussing  of  bees,  whistle  of  a  locomotive,  bleating  of  sheep, 
barking  of  dogs,  neighing  of  horses,  lowing  of  kine,  whir  of  a 
circular  saw,  voice  of  various  friends. 

In  connection  with  these  lessons  many  definite  things  may  be  mas- 
tered and  new  words  learned: 

Terms  for  position — top,  bottom,  middle,  center,  corner,  etc. 
For  direction — North,  south,  right,  left,  etc. 


SUPERIOR  PUBLIC  SCHOOLS  13 

3.      Correcting  language  of  habit. 

Sentences  should  be  placed  upon  board  and  attention  given  to 
them  daily  for  a  long  period  of  time.  Determined  by  results 
upon  pupils  themselves.  Faithfulness  and  perseverance  must 
characterize  this  work. 

May  I  take  your  book, — pen, — hat? 

I  saw  him  do  it, — her, — them;. 

He  did  his  work  well. 

He  did  it.     I  did  it.     We  did  it,  etc. 

These  boys  are  playing. 

We  came  in  early. 

He  sat  down. 

He  set  the  pail  on  the  table. 

These  and  others  should  be  gone  over  enough  times  so  that 
they  will  present  themselves  when  the  idea  arises. 

The  language  constants,  however,  must  be  kept  in  mind,  and  the 
real  tests  be  based  upon  them.  Avoid  making  the  tests  on  the  basis 
of  information. 

FIRST  GRADE. 

I.     Familiarize  pupil  with  his  environment. 

1.  Gather   information   from   myth,   story,     nature     and   the 

world  about  him. 

2.  Develop  power  of  observation — training  the  object;  knowl- 

edge and  language,  the  test. 

3.  Develop  correct  imaging — training    the    object;    language, 

the  test. 

4.  Develop  emotion  and  expression. 

The  above  includes  work  with  Speer  blocks  and  abundance  of 
other  material.  Have  variety  but  not  such  as  to  lead  to  con- 
fusion and  indefiniteness. 

All  sensing  and  imaging  must  be  definite  and  accurate. 

As  this  work  is  the  basis  of  all  language  work,  the  language 
must  be  definite  and  accurate. 

II.    The  sentence  in  its  simplest  form. 

III.  Variety  of  expression. 

1.  Sentences  expressing  facts  in  different  ways. 

2.  Sentences  for  choice. 

IV.  Correcting  language  of  habit — this  means  daily  attention   and 

drill. 
V.    Marks  of  sentences:  capital  and  period  to  indicate  beginning  and 

end  of  sentences. 
VI.     Other  marks: 

1.  Child's  own  name,  and  its  substitutes  "I"  etc. 

2.  Names  of  other  persons  and  of  places. 
VII.    Use  of  "is"  and  "are,"  "was"  and  "were." 

VIII.    Large  and  small  A,  B,  C,  etc. 

Written  composition  requirement — A  single  simple  sentence. 

SECOND   GRADE. 

I.     See  First  Grade  I.    Extend  work,  keeping  in  mind  the  object. 
II.     The  simple  sentence  enlarged. 
III.    Variety  of  expression.    See  First  Grade  III.     Extend  this  work. 


14  COURSE  OP  STUDY 

IV.    Correcting  language  of  habit;  more  attention  and  drill. 
V.    See  First  Grade  V. 

VI.  See  First  Grade  VI.     Extend  to  include 

3.  Child's  address,  and  abbreviations  involved;    initials. 

4.  Dates:  days  of  week;  months. 

5.  Distinguish  prose  and  poetry,  rhyme,  verse;  begin  each  line 

of  poetry  with  capital. 

6.  Asking  sentences  and  question  mark. 

7.  Write,  if  progress  warrants,  the  simplest  form  of  letter  a 

few  times;  address  envelope  to  parent;  write  dedication 
of  gift. 

8.  Distinguish  in  Reader,  paragraph   (sentence  group)    chap- 

ter, section,  verse. 

9.  Apostrophe,   discriminated   and   used — chiefly  as   marking 

singular  possessive  noun. 
10.     Quotation   marks  in   dialogue   as   convenience  to   indicate 

where  each  speaker  begins  and  ends. 
VII.    See  First  Grade  VII.    Use  of  "has"  and  "have." 
VIII.    Learn  the  A,  B,  C's. 
Written  composition  requirement — A  few  simple  sentences. 

THIRD    GRADE. 

I.     See  First  Grade  I.    Further  extend  this  work,  keeping  in  mind 

the  object. 
II.    The  simple  sentences  further  enlarged. 

III.  Variety  of  expression.    See  First  Grade  III.    Further  extend  this 

work. 

IV.  Correcting  language  of  habit;  give  more  and  more  attention  and 

drill  to  this. 

V     and  VI.     See  First  Grade  V  and  VI  and  Second  Grade  V  and  VI. 
Comma,  as  a  new  need,  chiefly  to  separate  series  of  nouns 
(name  words)  common  and  proper,  and  nouns  of  address. 
11'.    Apostrophe  in  contractions. 

12.  Singular  and  plural. 

13.  Quotation  marks — broken  quotations  explained. 

14.  Exclamation  point. 

15.  Titles  of  books,  poems,  stories,  railroads,  etc.,  and  capi- 

talization. 

16.  Margins  observed. 

17.  Indentation  in  paragraphs,  lines  of  verses,  addresses,  and 

parts  of  letters. 

18.  Simple   letter  writing,   using   note   paper.     Address  enve- 

lopes.    New   abbreviations. 

VII.  Use  of  "this,"  "these,"  "that,"  "those,"  "there,"  "their,"  and  of 

pronouns. 

VIII.    Review  A,  B,  C,  etc. 

Written  composition  requirement — A  few  simple  sentences  somewhat 
enlarged  and  grouped. 

FOURTH  GRADE. 

4  B — Woodley's  Foundation  Lessons  in  English,  Book  I  to  page  44. 
4  A — Woodley's  Foundation  Lessons  in  English,  Book  I  to  page  93. 


SUPERIOR  PUBLIC  SCHOOLS  15 

FIFTH  GRADE. 

5  B — Woodley's  Foundation  Lessons  in  English,  Book  I  to  page 
144. 

5  A — Woodley's  Foundation  Lessons  in  English,  Book  I,  completed. 

SIXTH  GRADE. 

6  B — Woodley's  Foundation  Lessons  in  English,  Book  II  to  page 

60. 

6  A — Woodley's  Foundation  Lessons  in  English,  Book  II  to  page 

123. 

SEVENTH  GRADE. 

7  B — Woodley's  Foundation  Lessons  in  English,  Book  II  to  page 

188. 

7  A — Woodley's   Foundation  Lessons  in   English,   Book   II,  com- 

pleted. 

EIGHTH   GRADE. 

8  B — Metcalf's  English  Grammar,  Part  I. 
8  A — Metcalf's  English  Grammar,  Part  II. 

Composition  in  hands  of  the  teacher — Maxwell  &  Johnson's 
School  Composition. 

SUGGESTIONS. 

While  all  lessons  in  school  should  be  lessons  in  language,  do  not 
nag  the  pupil  or  stifle  free  expression  of  thought.  Cultivate  in  the  pupil 
careful  sensing,  clear  thinking,  and  fluent  expression. 

In  composition  writing  be  sure  the  pupil  has  material  both  of  facts 
and  of  forms  of  expression. 

Throughout  the  course,  study  selections  for  thought  and  expression. 
Memorize  prose  and  poetry  selections.  Constantly  recall  those  previous- 
ly memorized. 

In  the  lower  grades  give  particular  attention  to  sentence-making; 
in  the  upper  grades  to  paragraph-making. 

In  Eighth  Grade,  one  lesson  a  month  should  be  given  to  letter 
writing,  and  at  least  two  compositions  written  by  the  pupils. 


ARITHMETIC. 


FIRST  GRADE. 

1  B. — Sense-training — imagining  and  visualizing.    See  "Basic  Principles 
for  the  Language  Work." 

Relations  as  perceived  by  the  senses — (a)  of  color;   (b)  of  form; 
(c)  of  position;    (d)   of 

Magnitude: 

Indefinite  relations:     Larger,  smaller,  largest,  smallest;  longer, 
shorter,  longest,  shortest;    taller,  shorter,  tallest,  shortest; 
higher,    lower,   highest,    lowest;    heavier,    lighter,    heaviest, 
lightest;   more,  less,  most,  least;  etc. 
Definite  relations:     itatio  1,  or  equality;  ratio,  2  and  £. 
Use  first  solids;  then  surfaces;  and  then  lines.     Objects  about  the 

school,  blocks,  tablets,  sticks,  and  drawings  furnish  material. 
Construction — building,  cutting,  and  drawing. 

Teacher  should  study  "Mathematics — Definite  Relat- 
ions," pages  7-36,  Speer's  Primary  Arithmetic  and  note  sug- 
gestions as  to  method  of  presentation,  pages  37-68. 

1  A. — See  outline  for  1  B.  and  review. 
Continue  the  sense-training. 
Definite  relations  of  magnitude: 

(a)  Ratio  1,  or  equality. 

(b)  Ratios  2  and  J. 

(c)  Ratios  3,  1-3,  2-3,  and  3-2. 

(d)  Ratios,  4,  1-4,  3-4,  and  4-3. 

In  teaching  the  ratio  1,  use  these  terms: 

1,  2,  I,  3,  i,  f,  4,  \,  *,  5,  5,  6,  7,  8,  9,  10,  11,  12. 

1,  2,  i,  3,  $,  i,  4,  i,  *,  f,  5,  6,  7,  8,  9,  10,  11,  12. 
In  teaching  the  ratios,  2  and  |,  use  these  terms: 

1,  2,  4,  6,  8,  10,  12. 

I,  1,  2,  3,  4,     5,    6. 

In  teaching  the  ratios  3,  ;,,  «  and  jj,  use  these  terms: 
1,     3,   6,   9,   12. 

1-3,   1,   2,   3,     4. 

In  teaching  the  ratios  4,J,  3  and  J,  use  these  terms: 
1,  2,  4,  8,  12, 
5,  4.  1,  2,    3. 

Counting  to  100. 

Construction — building,  cutting,  and  drawing. 

Teachers  should  study  "Mathematics — Definite  Rela- 
tions," pages  7-36,  Speer's  Primary  Arithmetic  and  note 
suggestions  as  to  method  of  presentation,  pages  37-117. 


SUPERIOR  PUBLIC  SCHOOLS  17 

SECOND  GRADE. 

2  B. — See  outline  for  First  Grade  and  review. 
Continue  the  sense-training. 
Definite  relations  of  magnitude: 

(a)  Ratio   1,   or   equality. 

(b)  Ratios  2  and  £. 

(c)  Ratios  3,  J,  £  and  f . 

(d)  Ratios  4,   A,  a  an(j  <. 

(e)  Ratios  5,  1,  |,  |,  f  and  f. 

In  teaching  the  ratio  1,  continue  with  these  terms: 
11,  12,  13,  14,  15,  16,  17,  18,  19,  20. 

11,  12,  13,  14,  15,  16,  17,  18,  19,  20. 

In  teaching  the  ratios  2  and  J,  continue  with  these  terms: 

14,  16,  18,  TO,  22,  24,  26,  28,  30, 

7,     8,     9,    10,  11,  12,  13,  14,  15. 
In  teaching  the  ratios  3,  i,  §  and  |, continue  with  these  terms: 

12,  15,   18, 
4,      5,      6. 

In  teaching  the  ratios  4,    t,  |  and  £,  continue  with  these  terms: 
12,   16,   20, 
3,      4,      5. 

In  teaching  the  ratios  5,  J,  f,  |,  <  and  f.use  these  terms: 
1,      5,     10,   15,   20,   25, 
1-5,     1,      2,      3,      4,      5. 

Continue   developing   ratio    1,    or    equality,    by   the   following 
equations: 

1223433546544765 
1121123121234123 


234455666777S 
87655   9   8   7   6 
12345    1    2    3    4 

9  9  9  9  10   10   10   10   10 

(f)  Ratios  of  inch,  foot  and  yard;  of  pint,  quart,  and  gallon; 
of  month  and  year;  of  cent,  nickel  and  dime;  of  dime  and 
dollar. 

Counting  by  twos,  fours  and  fives  to  20,  and  tens  to  100. 
Construction — building,  cutting  and  drawing. 

Teachers  should  study  "Mathematics — Definite  Relations," 
pages  7-36,  Speer's  Primary  Arithmetic  and  note  suggestions 
as  to  method  of  presentation,  pages  69-117. 
2  A. — See  outline  for  2  B.  and  review. 
Continue  the  sense-training. 
Definite  relations  of  magnitude: 

(a)  Ratio     1,  or  equality. 

(b)  Ratios  2  and  £. 

(c)  Ratios  3,  J,  I  and  |- 

(d)  Ratios  4,  J,  f  and  |. 

(e)  Ratios  5,  i,  1,  *,  <  and  s. 

(f)  Ratios  of  6,  t,  |,  «  and  f . 

(g)  Ratios  of  8,  J,  |,  |  and  |. 

In  teaching  the  above  ratios,  use  all  numbers  to  20  and 
all  divisible  numbers  to  50. 


18  COURSE  OF  STUDY 

Continue  developing  ratio  1,  or  equality,  by  the  following 
equations: 

10      98766987987       7 
123456345456        7 


11     11     11     11     11     12     12     12     12     13     13     13      14 

98988999        10 
56678789        10 

14        14        15        15        16        16        17        18        20 
If  these  equalities,  or  facts  of  addition,  are  taught  properly,  the 
pupil  will,  at  the  same  time,  acquire  a  knowledge  of  the  corresponding 
facts  of  subtraction;  thus,  if  it  is  clear  to  the  pupil  that  7  and  5  are  12, 
he  will  also  know  that  12  less  7  are  5,  and  that  12  less  5  are  7. 

Make  sure  that  the  pupils  know  the  following  equalities: 

2  twos=4     3  twos=6         4  twos=8          5  twos=10        6  twos=12 
2  threes=6  3  threes=9      4  threes=12      2  fours=8         3fours=12 
2  fives=10    2  sixes=12       2  sevens=14     2  eights=16     2  nines=18 
2  tens=20    3  fives=15       4  fives— 20        4  fours=16       3  sixes=18 
If  these  equalities  or  facts  of  multiplication  are  taught  properly, 
the  pupil  will,  at  the  same  time,  acquire  a  knowledge  of  facts  of  divis- 
ion; thus,  if  it  is  clear  to  him  that  3   twos  are  6,  it  must  be  equally  clear 
that  6  is  3  twos;  or,  to  use  the  ordinary  mathematical  expression  of  this 
fact,  that  2  is  contained  in  6  three  times. 

These  facts  of  multiplication  will  also  give  other  facts  of  division. 

J  of  4=2  *  of  6=2  }  of  8=2  &  of  10=2 

J  of  12=2  I  of  6=3  £  of  9=3  J  of  12=3 

I  of  8=4  -i  of  12=4  {  of  10=5  {  of  12=6 

1  of  14=7  i  of  15=5  |  of  20=10  }  of  14=2 

;  of  15=3  i  of  20=5  \  of  16=8  \  of  18=9 

i  of  20=4  i  of  16=4  \  of  18=6  ,»>  of  20=2 

I  of  16=2  %  of  18=3 

4  is  $  of  6  6  is  3  of  9  8  is  |  of  12  6  is  |  of  8 

9  is  *  of  12          4  is  |  of  10 

Squares  of  2,  3,  4,  5  and  roots  of  4,  9,  16,  25. 

Counting  by  1  to  1000,  by  twos  and  fives  to  100,  and  by  threes  and 
fours  to  24. 

Construction — Building,  cutting  and  drawing. 

Teacher  should  study  "Mathematics — Definite  Relations," 
pages  7-36,  Speer's  Primary  Arithmetic  and  note  suggestions 
as  to  method  of  presentation,  pages  69.154.  Chapterl,  Walsh's 
New  Primary  Arithmetic,  in  the  hands  of  the  teacher,  will  fur- 
nish the  teacher  additional  material. 

THIRD  GRADE. 

3  B. — Review  the  forty-five  essential  facts  of  addition   (and  substrac- 
tion).    Walsh's  New  Primary  Arithmetic,  Chapter  I. 

Multiplication  and  division  by  2,  3,  4  and  5;  notation  and  num- 
eration; U.  S.  money;  pint,  quart,  and  gallon;  fractional  parrs 
Kf  1/3,  l/i>  i;  Roman  notation.  Walsh's  New  Primary  Arith- 
metic, Chapter  II. 

Teacher  should  be  thoroughly  familiar  with  the  work  of 
the  two  preceding  grades  and  continue  the  ratio  idea  of  num- 
ber. 


SUPERIOR  PUBLIC  SCHOOLS  19 

3  A. — Multiplication  and  division  by    6,  7,  8,  9,  10;  ounce  and  pound; 

halves,  thirds  and  fourths;  notation  and  numeration;  multi- 
plication by  mixed  number;  squares  and  rectangles.  Walsh's 
New  Primary  Arithmetic,  Chapter  III. 

FOURTH  GRADE. 

4  B. — Multipliers  and   divisors  of  two   or   more  figures;      multipliers 

containing  fractions;  addition  and  subtraction  of  easy  mixed 
numbers;  inch,  foot  and  yard;  areas  of  rectangles.  Walsh's 
New  Primary  Arithmetic,  Chapter  IV. 

4  A. — Multipliers  and  divisors  of  three  or  more  figures;   addition  and 

subtraction  of  easy  fractions;  multiplication  by  a  mixed  num- 
ber; easy  denominate  numbers;  areas  of  rectangles.  Walsh's 
New  Primary  Arithmetic,  Chapter  V. 

FIFTH  GRADE. 

5  B. — Mixed   numbers;    notation   and   numeration;    decimals  to   three 

places;  U.  S.  money;  time,  dry  and  liquid  measures  and 
avoirdupois  weight;  area  of  rectangles;  simple  bills;  reviews. 
Walsh's  New  Grammar  School  Arithmetic,  Part  One,  Chapter 
I. 

5  A. — Divisors  and  multiples;  fractions;  cancellation;  multiplication 
and  division  of  decimals;  fractional  parts  of  a  dollar;  reduc- 
tion, addition,  subtraction,  multiplication  and  division  of 
denominate  numbers;  areas  and  surfaces;  bills;  review. 
Walsh's  New  Grammar  School  Arithmetic,  Part  One,  Chap- 
ter II. 

SIXTH  GRADE. 

«  B. — Notation  and  numeration,  reduction,  addition,  subtraction,  mul- 
tiplication and  division  of  decimals;  U.  S.  money;  reduction, 
addition,  subtraction,  multiplication  and  division  of  denomin- 
ate numbers;  areas  of  rectangles  and  right-  angled  triangles; 
bills;  percentage;  simple  interest;  review.  Walsh's  New 
Grammar  School  Arithmetic,  Part  One,  Chapter  III. 

fl  A. — Denominate  numbers;;  application  of  percentage;  simple  in- 
terest; areas  of  rectangles;  square  measure;  solid  contents; 
cubic  measure;  surface  of  rectangular  solids;  angles;  tri- 
angles; quadrilaterals;  review.  Walsh's  New  Grammar 
School  Arithmetic,  Part  One,  Chapter  IV. 

SEVENTH  GRADE. 

7  B. — Finding  percentage,  base  and  rate;  commission,  insurance,  du- 
ties, taxes  briefly  considered;  profit  and  loss;  commercial 
discount;  interest;  partial  payments  (U.  S.  rule  only) ;  bank 
discount  of  non-interest  bearing  notes.  Walsh's  New  Gram- 
mar School  Arithmetic,  Part  Two,  Art.  301-329,  332-343, 
355-356. 

Exercise  in  Geometry — Lines  and  angles.    Art.  619-630. 

Denominate  numbers  and  review.     Art.    357-390. 

7  A. — Ratio  and  proportion;  partnership;  review.  Walsh's  New  Gram- 
mar School  Arithmetic,  Part  Two,  Art.  391-409,  461-462,  466- 
467. 

Stocks  and  bonds,  Art.  468,  469,  472;  the  ordinary  bank  draft 
and  check,  express  and  postal  money  orders  as  means  of  ex- 
change; compound  interest,  Art.  483-484. 


20  COURSE  OF  STUDY 

Metric  system,  noting  only  these  terms:  meter,  decimeter,  centi- 
meter, millimeter,  kilometer;  square  and  cubic  centimeter 
and  meter;  liter  and  hectoliter;  gram  and  kilogram.  Art. 
486-496. 

Review:     Art.  497-511,  514-515. 

EIGHTH  GRADE. 

8  B. — Involution  and  evolution;  square  root  and  applications.    Walsh's 

New  Grammar  School  Arithmetic,  Part  Two,  Art.  410-431. 
Algebraic  Equations.     Art.   516-617. 

8  A. — General  Review.     Hull's  Complete  Arithmetic.     McNeill's  Men- 
tal Arithmetic.. 

Exercises  in  Geometry.  Walsh's  New  Grammar  School  Arith- 
metic, Part  Two,  Art.  631-640,  618,  432-460. 

SUGGESTIONS. 

Follow  closely  arrangement  of  the  work  in  Walsh.  If  teachers 
feel  the  need  of  additional  work  in  a  subject  give  from  other  texts. 
Do  not  anticipate  any  of  the  advanced  work  in  a  subject. 

Teachers  of  all  grades  should  read  McLellan  &  Dewey's  Psychol- 
ogy of  Number  and  familiarize  themselves  with  the  principles  of  the 
Speer  method. 

Make  prominent  in  all  the  work  the  idea  that  number  is  ratio. 
Do  not  always  make  one  or  unity  the  unit  of  measure. 

Have  pupils  do  intelligent  counting,  making  more  of  it  than 
calling  numbers  by  name. 

In  all  grades  do  much  actual  measurement  and  illustrate  with 
drawings;  train  pupils  in  making  estimate?  and  approximations. 

Put  great  emphasis  upon  the  meaning  of  problems,  and  have  them 
frequently  graphically  illustrated. 

Follow  "Order  of  Procedure  in  Training  for  Arithmetical  Power" 
(Werner  Arithmetic.): 

"Step  I.  Since  arithmetic  is  concerned  mainly  with  the  compari- 
son of  measured  magnitudes  and  their  numerical  expression,  it  is  of 
prime  importance  that  the  work  should  begin  in  the  actual  comparison 
and  measurement  of  sentient  objects. 

"Step  II.  Since  by  far  the  greater  part  of  the  actual  work  in 
arithmetic  must  be  done  without  the  presence  of  the  sense  magnitudes 
compared,  it  is  equally  important  that  the  pupil  should  early  learn  to 
image  measured  magnitudes  and  to  compare  the  images  of  measured 
magnitudes. 

"Step  III.  Since  most  of  the  magnitudes  compared  by  the  math- 
ematician never  have  been  to  him  objects  of  sense  perception,  and 
some  of  them  never  can  be,  it  is  no  less  important  that  the  pupil 
should  be  constantly  trained  in  the  creation  of  the  imaginary  measur- 
ed magnitudes." 

Teach  partition  as  well  as  division. 

Give  much  attention  to  factors  and   multiples. 

Be  sure  the  pupils  understand  division  of  fractions  by  reducing 
to  a  common  denominator  before  they  are  permitted  to  invert  and 
multiply. 

In  division  always  place  the  quotient  above  the  dividend  and  be 
sure  each  digit  of  the  quotient  is  placed  above  the  proper  one  of  the 
dividend. 

Permit  pupils  at  no  time  to  get  the  idea  that  there  is  any  difference 
between  fractions  and  percentage. 


HISTORY. 


FIRST  GRADE. 


Stories  and  Dramatization  of 

1.  Occupations  of  men  and  modes  of  living. 

2.  Special   days:      Thanksgiving,  Christmas,  Washington's  Birth- 

day, Memorial  Day,  etc. 

3.  Life  and  times  of  the  Indians,  the  Pilgrims,  the  Quakers,  Capt. 

John  Smith,  Miles  Standish,  Washington,  Lincoln,  etc. 

SECOND  GRADE. 

Stories  and  Dramatization  of 

1.  Modes  of  travel  and  industries. 

2.  Special  days. 

3.  Life  and  times  of  Franklin,  Fulton,  Watt,  Morse,  Edison,  etc. 

4.  Hiawatha  and  early  days  on  Lake  Superior. 

THIRD  GRADE. 

3  B. — Old  Stories  of  the  East — Baldwin.     Read  by  teacher. 

Stories   of   Great   Americans  for   Little   Americans — Eggleston. 
Read  by  pupils. 

3  A. — Old  Greek  Stories — Baldwin.    Read  by  teacher. 

Colonial  Children — Pratt.     Read  by  pupils. 

FOURTH  GRADE. 

4  B. — Wallach's    Historical    and    Biographical    Narratives.      Read    by 

teacher. 

Stories  of  American  Life  and  Adventure — Eggleston.     Read  by 
pupils. 

4  A. — Rolfe's  Tales  of  Chivalry.     Read  by  teacher. 

First  Book  in  American  History — Eggleston.     Read  by  pupils. 

FIFTH  GRADE. 

5  B. — PRIMITIVE  MAN. 

Man's  development  considered  in  its  physical,  intellectual   and 

governmental  aspects. 
1.     Man  of  Rough  Stone  Age. 

a.  Where  he  lived. 

b.  How  he  lived,  house,  food,  clothes,  etc. 

c.  The  need  of  weapons. 

d.  Kind  of  weapons. 

e.  How  he  made  them. 

f.  Animals  he  used  them  against. 

g.  Plants  as  they  then  existed. 

h.    Why  the  large  plants  and  animals  gave  way  to  smaller 

ones, 
i.     How  he  got  his  wife. 


22  COURSE  OF  STUDY 

j.     How  he  discovered  the  use  of  a  boat, 
k.    How  he  made  a  boat. 
1.     How  he  learned  to  draw. 

2.  Man  of  Polished  Stone  Age. 

a.  How  man  came  to  polish  stones. 

b.  Why  he  made  better  weapons. 

c.  Invention  of  knife  and  spear. 

d.  How  he  made  a  better  house. 

e.  How  he  made  a  better  boat. 

f .  How  he  tamed  his  dog. 

g.  How  he  learned  to  paint. 

h.     How  he  discovered  the  use  of  fire, 
i.     How  he  discovered  the  art  of  fire  making. 

3.  Man  of  Bronze  Age. 

a.  How  bronze  was  discovered. 

b.  How  this  discovery  changed  his  weapons. 

c.  How  it  helped  him  to  live  better. 

d.  How  he  tamed  his  cattle. 

e.  How  the  acquisition  of  herds  made  him  settle  clown. 

f.  Why  villages  were  built. 

g.  Why  government  was  necessary, 
h.  Kind  of  government  organized. 

i.     How  he  made  pottery. 

j.    Why  lake  dwellings  were  built. 

4.  Agricultural   Stage. 

a.  How  he  came  to  plant  grain. 

b.  Where  he  got  the  grain. 

c.  How  cattle  raising  and  grain  planting  civilized  him. 

d.  How  he  manufactured  his  implements. 

e.  How  he  improved  in  methods  of  farming. 

f.  Why  he  built  churches. 

g.  Why  he  prayed. 

5.  Greecian  and  Roman  Stage. 

a.  Discovery  of   iron. 

b.  How  this  discovery  changed  his  weapons  and  manner 

of  living. 

c.  His  ideas  of  building  considered  to  see  where  he  got 

his   ideas   of   architecture   and   how   much   he   copied 
nature. 

d.  Discovery  of  new  foods. 

e.  Discovery  of  new  drinks. 

f.  Why  theaters  came  to  be  built. 

g.  How  statues  were  evolved  from  drawings  and  carvings, 
h.     Increase  of  commerce  and  how  this  affected  civiliza- 
tion and  government. 

i.  How  physical  features  of  a  country  determined  in  part 
the  kind  of  government  in  these  countries  and  how  it 
affects  it  in  all  countries. 

References: 

Clodd's  Primitive  Man. 
Waterloo's  The  Story  of  Ab. 
Dopp's  The  Tree  Dwellers. 

The  Early  Cave  Men. 

The  Later   Cave   Men. 

The  Tent-Dwellers. 


SUPERIOR  PUBLIC  SCHOOLS  23 

5  A. — GREEK  HISTORY. 

(1)  Geography  of  Greece. 

a  Location,  size,  structure, 
b  Absence  of  political  unity, 
c  Various  tribes. 

(2)  The  Spartans  and  the  Athenians. 

(3)  Wars  with  Persia. 

a  The  Battle  of  Marathon. 

b  Miltiades,  Aristides,  Themistocles. 

c  Xerxes  crossing  the  Hellespont. 

d  The  Pass  of  Thermopylae. 

e  Temple  of  Delphi. 

f  Battles  of  Salamis  and  Plataea. 

(4)  The  Age  of  Pericles. 

a  The  Parthenon, 
b  The  Acropolis. 
c  Growth  of  Art. 

(5)  The  Peloponessian  War. 

(6)  Socrates  the  Teacher — Plato. 

(7)  Damon  and  Pythias. 

(8)  The  Sword  of  Damocles. 

(9)  Philip  of  Macedon. 

(10)  Demosthenes,  the  Orator. 

(11)  Alexander  the  Great. 

(12)  The  Colossus  of  Rhodes. 
Read:    The  Story  of  the  Greeks — Guerber. 

Reference:     Ten  Boys. 

Church's  Story  of  the  Iliad. 
Church's  Story  of  the  Odyssey. 
Johonnot's  Story  of  the  Olden  Time. 
Kingsley's  Greek  Heroes. 
Hawthorne's  Wonder  Book. 

SIXTH  GRADE. 
«   B. — ROMAN  HISTORY. 

(1)  The  Founding  of  Rome. 

(2)  Location,  size  and  structure  of  Italy. 

(3)  Unity  of  the  People. 

(4)  Roman  Republic. 

a  Civilization. 

b  Laws. 

c  Internal  Improvements  (roads,  bridges,  etc.) 

d  Religion  and  Architecture. 

e  The  Forum. 

(5)  Hannibal  Crossing  the  Alps. 

a  Defeat  of  the  Romans, 
b  Cathage  Destroyed. 

(6)  Conquest  of  Greece  and  Syria. 

(7)  Mistress  of  the  Mediterranean  Sea. 

(8)  Life  of  Caesar. 

a  Conquests  in  G"aul  and  Britain, 
b  Crossing  the  Rubicon, 
c  Conspiracy  of  Cataline. 
d  Brutus. 


24  COURSE  OF  STUDY 

e  Pompey. 
f  Death  of  Caesar, 
g  Anthony  and  Cleopatra. 
(9)    Roman  Empire. 

The  Augustan  Age. 

(10)  The  Birth  of  Christ  and  His  Teaching. 

(11)  The  Chariot  Race. 

(12)  The  Pantheon. 

(13)  Reign  of  Nero. 

(14)  Persecution  of  Christians. 

(15)  Paul  and  Peter. 

(16)  The  Coliseum. 

(17)  Constantine  I. 

(18)  The  Arch  of  Constantine. 

(19)  Barbaric  Invasions. 

(20)  Empire  Divided. 

Read:    The  Story  of  the  Romans — Guerber. 
Reference:     Ten  Boys. 

Fiske's  Beginnings  of  New  England. 

Plutach's  Lives. 

Allen's  Rome. 

Myers'  General  History. 

6  A. — ENGLISH  HISTORY. 

I.     Early  History. 

1.  Conquests  by  Celts.     Country  called  Bruittan,  bruit  mean- 

ing "tin"  and  tan  meaning  "land." 

2.  Civilization  of  the  early  Britons.     Compare  with  the  Amer- 

ican Indians. 

3.  Religious  belief  of  early  Britons.     Druids. 

4.  Conquest  by  the  Romans.     Julius  Caesar  in  Britain. 

(a)  Condition  of  institutions  at  this  time. 

(b)  Bravery  of  Britons.     Ex. — Caractacus  and  Boadicea. 

(c)  Effect   of   Roman   Conquest.        What   effects   were 

lasting? 

(d)  The  "Groan  of  the  Britons." 

II.     Saxon  Period. 

1.  Describe  the  Saxons.   Their  influence  upon  all  lands  where 

they  live. 

2.  Change  of  the  name  of  the  country. 

3.  Stories  of  King  Arthur. 
Tennyson's  Idylls  of  the  King. 

4.  Britons  driven  into  Wales.     Story  of  Vortigern  and  Row- 

ena,  showing  how     Saxons     gradually     increased     their 
power. 

5.  Alfred  the  Great  and  his  work. 

6.  The  Danes  in  England. 

7.  Compare    institutions    under    Alfred    with    those    of    the 

Roman  period. 

8.  Edward  the  Good.     His  work. 

9.  Saxon  influence  on  the  English  language. 

III.     Nomian  Period.    William  The  Conqueror. 

1.  Conquest.     Battle  of  Hastings.     Curfew  Law.     Game  Law. 

"New  Forest." 

2.  Norman  architecture.     Norman  castles. 


SUPERIOR  PUBLIC  SCHOOLS  25 

3.  Effect  of  Normans  on  institutional  life.     Compare. 

4.  Effect  of  Normans  on  language.     Examples. 

IV.    Period  of  Plaiitageiiets. 

1.  Time  of  great  changes,  especially  in  state  and  church. 

2.  Henry  II.     First  King  to  give  up  some  power  to  the  people. 

Origin  of  trial  by  jury.  Troubles  between  church  and 
state. 

3.  Richard  I.     Gave  people  more  power.     Gave  cities  char- 

ters.    Richard  in  the  Crusades. 

4.  The  Crusades: 

Cause. 
Number. 

Accomplishments. 
Effects  upon  Europe — 

(a)  Political. 

(b)  Ecclesiastical. 

(c)  Commercial. 

5.  The  Age  of  Chivalry:      Page,  Squire,  Knight.     The  Vows 

of  Knighthood.     Influence  of  chivalry. 

6.  John  and  his  troubles. 

(a)  Loses  Normandy. 

(b)  Granted  Magna  Charta.     Why? 

7.  Beginning  of  House  of  Commons  under  Henry  III,  1265. 

Henry  III  rebuilds  Westminster  Abbey. 

8.  Edward  I — Organization  of  a  Representative  Parliament, 

and  the  confirmation  of  the  right  of  Parliament  to  con- 
trol revenue.  Subjugation  of  Wales.  Troubles  in  Scot- 
land. 

9.  Edward  III. 

(a)  Time  of  industrial   advance   in  England.      Woolen 

manufacture  begun. 

(b)  Beginning  of  Hundred  Years'  War.     Common  peo- 

ple first  went  into  this  war.     Kings  needed  money 
and  gave  greater  rights  in  order  to  secure  it. 

10.  Richard  II. 

(a)  Social  revolution  led  to  emancipation  of  serfs. 

(b)  Wycliff's  translation  of  the  Bible. 

(c)  Chaucer  wrote  the  first  great  English  poem. 

11.  Compare  institutions  of  this  period  with  those  of  former 

times. 

12.  Wars  of  the  Roses  and  the  self-destruction  of  the  nobles. 

Great  increase  of  the  king's  power.     Why? 

V.    The  Renaissance  Period. 

1.  The    renaissance    of    learning    in    Europe.      Invention    of 

printing. 

2.  The  fall  of  Constantinople. 

3.  Obstructions  to  establish  routes  of  commerce  by  the  Turks. 

4.  Venice.     Genoa. 

5.  Commercial  conditions  in  Europe  leading  up  to  the  Dis- 

covery of  America.     Geographical  knowledge. 

6.  Columbus.     Vasco  da  Gama.     The  Cabots. 

7.  England's  connection  with  discoveries  and  explorations  in 

the  new  world. 


26  COURSE  OF  STUDY 

VI.     Tudor  Period. 

1.  Absolutism,  1485-1605. 

2.  Parallel  events  in  American  History. 

3.  Henry  VII.     New  epoch  in  government,  law,  letters,  in- 

telligence, art,  religion.     Use  of  cannon  in  war. 

4.  Henry  VIII. 

(a)  Story  of  Church  separation. 

(b)  Story  of  Henry's  great  power. 

(c)  Story  of  Henry's  family  relations. 

5.  Edward   VI.       Change     in     religion.       Establishment     of 

Protestantism.     Schools  founded. 

6.  Mary  I.     Short  reign.     Religious  persecution. 

7.  Elizabeth.     Story  of  her  long  reign.     Stories  of  her  social 

life.     (Kenilworth.) 

(a)  Compare  institutions  with  those  of  former  times. 

(b)  Story  of  the  Armada. 

(c)  Story  of  Drake  and  Raleigh. 

(d)  Story  of  Elizabeth  and  Mary. 

VII.     Stuart  Period. 

Beginning  with  Divine  Right  of  Kings  and  ending  with  Divine 
Right  of  People. 

1.  James  I. 

(a)  Growth  of  House  of  Commons. 

(b)  Growth  of  Puritan  party. 

(c)  First  two  permanent  colonies  in  America. 

2.  Charles  I.     Petition  of  Rights.     Civil  War.     Death. 

3.  The   Commonwealth   and   Cromwell.      The   emigration   of 

royalists. 

4.  Charles  II. 

(a)  England  gains  New  York.     Trouble  with  Holland. 

(b)  Sir  Christopher  Wren's  work. 

(c)  Persecution  of  Protestants. 

5.  James  II.     Puritan  Revolution. 

6.  James  deposed  and  William  and  Mary  of  Orange  called. 

(a)  Declaration  of  Rights. 

(b)  Bill  of  Rights. 

(c)  War  in  America  with  French. 

Notice  the  state  of  society  during  the  reigns  of  the 
Stuarts.  Contrast  the  Nobility  and  Puritans.  Com- 
pare institutions  of  this  time  with  those  of  the  Eliza- 
bethan Age. 

VIII.    The  House  of  Hanover. 

1.  George  I. 

2.  India  Gained. 

3.  Final  struggle  with    France    over    possessions    in    North 

America. 

4.  Parliamentary  reform.     Government  by  the  people  in  Eng- 

land and  in  the  colonies. 

5.  George  III. 

(a)  Character. 

(b)  Troubles  leading  to  the  American  Revolution 

(c)  America  lost. 

(c)    War  with  France. 

(e)  War  of  1812. 

(f)  The  Regency. 


SUPERIOR  PUBLIC  SCHOOLS 

6.  George  IV. 

(a)  Character.     Marriages. 

(b)  Reforms. 

(c)  Catholic  Emancipation. 

7.  William  IV. 

(a)  Reform  of  Parliament. 

(b)  Slavery  abolished. 

8.  Victoria. 

(a)  Character  and  Marriage. 

(b)  Poor  Laws. 

(c)  Opium  War. 

(d)  Irish  Troubles. 

(.e)  War  in  the  Crimea. 

(f)  Sepoy  Rebellion. 

(g)  Attitude  during  Civil  War  in  America, 
(h)  Suez  Canal. 

(i)    Gladstone. 

(j)    War  in  the  Soudan. 

(k)    Jubilee. 

9.  Edward  VII. 

(a)  Character. 

(b)  War  in  South  Africa. 

(c)  Relations  with  United  States. 

Read:     The  Story  of  the  English-  Guerber. 
Reference:     Scott's  Ivanhoe. 

Scott's  Kenilworth. 

Scott's  Tales  of  a  Grandfather. 

Tennyson's  Idylls  of  the  King. 

Farrington's  Tales  of  King  Arthur. 

Henty's  Wolf  the  Saxon. 

Dicken's  Child's  History  of  England. 

Gardner's  Student's  History  of  Eng- 
land. 

Green's  History  of  the  English  Peo- 
ple. 

Montgomery's  Leading  Facts  of  Eng- 
lish History. 

Larned's  History  of  England. 

SEVENTH  GRADE. 
7  B. — I.     DISCOVERY  AND  EXPLORATION. 

(1)  The  Northmen. 

(2)  Europe's  Need  of  a  New  Route  to  India. 

(3)  Columbus. 

(4)  John  and  Sebastian  Cabot. 

(5)  Vespucci. 

(6)  Ponce  de  Leon. 

(7)  Balboa. 

(8)  Magellan. 

(9)  Cortes. 

(10)  DeSota. 

(11)  Cartier. 

(12)  Champlain. 

(13)  Drake 

(14)  Hudson. 

(15)  Foundation  of  Claims  to  Territory. 

(16)  Early  Attempts  at  Settlement  in  America. 

Fiske — Discovery  of  America. 
Irving — Columbus. 


28  COURSE  OF  STUDY 

Hale — Stories  of  Discovery. 
Parkman — Pioneers  of  France. 
Henty — Under  Drake's  Flag. 

H.    LIFE  IN  THE  COLONIES. 

( 1 )    Massachusetts : 

1.  Plymouth  Rock  and  the  Pilgrims — Standish. 
Salem  and  the  Puritans — Endicott. 

Hemans — Landing  of  the  Pilgrims. 

Holmes — Pilgrim's  Vision. 

Gov.  Bradford — History  of  Plymouth  Plantation. 

2.  The  Puritan  Exodus. 

Fiske — Beginnings  of  New  England. 

Fiske — Irving's  Washington  and  His  Country. 

3.  The  Persecution  of  the  Quakers. 

Whittier — The  Quaker  of  the  Olden  Time. 
Drake — Making  of  New  England. 
Fiske — Beginnings  of  New  England. 
Hawthorne — The  Gentle  Boy.    (Twice  Told  Tales.) 

4.  The  Salem  Witchcraft. 

Whittles — The  Witch's  Daughter. 

5.  The  Pequot  War. 

Drake — Making  of  New  England. 
Fiske — Beginnings  of  New  England. 

6.  Discovery  of  White  Mountains. 

Drake — Making  of  New  England. 

Hawthorne — Tales  of  the  White  Hills. 

Fiske — Irving's  Washington  and  His  Country. 

Beginnings  of  New  England. 

Hawthorne — True  Stories  of  New  England  History, 

Parts  I  and  II. 

Drake — Making  of  New  England. 
Making  of  Virginia. 

(2)  Virginia  Colony — a  thorough  study.     Compare  and  con- 

trast Massachusetts  and  Virginia  colonies  in  religion, 
government,  education,  industries  and  system  of  labor. 
A  careful  study  of  them  as  types  and  as  furnishing 
conditions  for  the  widely  different  and  differing  civil- 
izations which  developed  in  the  North  and  in  the 
South.  Sketch  maps. 

Montgomery — English  History:  for  account  of  James  I, 
and  for  political  and  religious  conditions  in  England. 

Channing — Student's  History. 

Fiske — Beginnings  of  New  England. 
Civil  Government. 
Irving's  Washington. 

Drake — Making  of  New  England. 
Making  of  Virginia. 

Hawthorne — Biographical  Sketches. 

John  Smith — Settlement  of  Virginia. 

Cooper — Leather  Stocking  Tales. 

(3)  Study  the  following  colonies  more  briefly,  especially  the 

domestic  life,  political  and  religious  customs,  indus- 
tries, etc. 

Pennsylvania,  New  York, 

Rhode  Island,  Connecticut, 

Maryland,  Georgia. 

Fiske — Irving's  Washington  and  His  Country. 
Beginnings  of  New  England. 


SUPERIOR  PUBLIC  SCHOOLS  29 

Hawthorne — Mrs.  Hutchinson,  Sir  Wm.  Phipe,  Sir  Wm. 

Pepperell,  Stories  and  Sketches. 
Drake — Making  of  New  England. 

Making  of  Virginia. 
Franklin — Autobiography. 
Whittier — A  Quaker  of  the  Olden  Time. 
Irving — Rip     van    Winkle,     and    Legend    of    Sleepy 

Hollow. 

(4)  King  Philip  and  His  War. 

Fiske — Irving's  Washington. 

Beginnings  of  New  England. 

(5)  The  Tyranny  of  Andros. 

Fiske — Beginnings  of  New  England. 

Irving's   Washington. 

War  for  Independence. 
Drake — Making  of  Virginia. 
Hawthorne — The  Gray  Champion.  (Twice  Told  Tales.) 

(6)  The  New  England  Confederacy. 

Fiske — Beginnings  of  New  England. 
Drake — Making  of  New  England. 

(7)  The   Indian — Character,   customs,   habits,   modes  of  ex- 

pression, religious  notions,  etc. 

7   A. — I.     THE  STRUGGLE  FOR  COLONIAL  EMPIRE. 

(1)  Comparison  of  French  and  English  settlers. 

a  In  religious  toleration. 

b   In  missionary  spirit. 

c  In  treatment  of  Indians. 

d  In  dependence  on  the  Mother  Country. 

e  In  rapidity  and  greatness  of  development. 

f  In  geographical  position. 

(2)  The  French  and  Indian  War. 

a  The  three  lines  of  attack,  following  natural  chan- 
nels of  communication. 

1.  St.  Lawrence  river,  guarded  by  Louisburg  and 

Quebec. 

2.  Lakes  George  and  Champlain,  guarded  by  Forts 

Crown  Point  and  Ticonderoga. 

3.  Niagara  river,  controlling  the  lakes  and  upper 

Mississippi. — Read   Hawthorne — Old   News   I 

and  II,  and  Old  Ticonderoga.     (Snow  Image, 

etc.) 

b  Braddock's  defeat, 
c  The  Acadian  expedition  and  Longfellow's  Evange- 

line. 

d  William  Pitt, 
e  Montcalm  and  Wolfe, 
f  What  the  War  Settled. 

(3)  The  Conspiracy  of  Pontiac. 

Kirk  Monroe — At  War  with  Pontiac. 
Fiske — Beginnings  of  New  England. 

Irving's  Washington. 
Drake — Making  of  the  Ohio  Valley  States. 

II.  THE  REVOLUTION  AND  ITS  LEADERS. 

(1)    Benjamin  Franklin. 

Franklin's  Autobiography. 
Hawthorne — Biographical  Stories. 

True  Stories  of  New  England  History,  Part  III. 


;;o  COURSE  OF  STUDY 

Bolton — Famous  Statesmen. 

Stoddard — Inventors.     (Men  of  Achievement  Series.) 

Holmes — Franklin,  the  Landlady's  Son. 

(Professor  at  the  Breakfast  Table.) 

Wright — Children's  Stories  of  Great  Scientists. 

War  for  Independence — Fiske. 

American  Revolution — Fiske. 

Critical  Period. 

Beginnings  of  New  England — Fiske. 

Making  of  the  Ohio  Valley  States — Drake. 

Morse's  Franklin.      (American  Statesmen  Series.) 

Hosmer's  Samuel  Adams.      (American  Statesmen  Ser- 
ies.) 

(2)  George  Washington.      (Virginia  Colony.) 

Scudder — Washington. 
Lowell — Under  the  Old  Elm. 
Washington — Rules  of  Conduct. 
Holmes — Under  the  Washington  Elm. 

Ode  for  Washington's  Birthday. 
Fiske — Irving's  Washington  and  his  Country. 

War  for  Independence. 

Critical  Period. 

American  Revolution. 

Beginnings  of  New  England. 
Drake — Making  of  the  Ohio  Valley  States 
Hosmer — Samuel  Adams. 
Lodge — Washington. 
Bolton — Famous  Statesmen. 
Butterworth — Boys  of  Greenway  Court. 

(3)  Samuel  Adams.     (Massachusetts  Colony.) 

Hosmer — Samuel  Adams. 

Fiske — Beginnings  of  New  England. 

Critical  Period. 

War  for  Independence. 

Washington  and  His  Country. 
Thomas — A  Ballad  of  the  Boston  Tea  Party. 

(R.  L.  S.  No.  6.) 
Butterworth — The  Patriot  Schoolmaster. 

( 4 )  Contemporary  English  History. 

a  William  Pitt. 

b  Edmund  Burke. 

c  Lord  North. 

Burke's  Speech  on  American  Taxation. 

Fiske — War  for  Independence. 

Critical  Period. 

American  Revolution. 
Hosmer — Samuel  Adams. 

(5)  The  Declaration  of  Independence. 

Read  and  Discuss  it.     (Old  South  Leaflets.) 

(6)  Lexington,  Concord  and  Bunker  Hill. 

Longfellow — Lexington. 

Paul  Revere's  Ride. 
Lowell — Ode.    (Concord.) 
Cooper — Lionel  Lincoln.     (Description  of  Bunker  Hill 

Battle.) 
Holmes — Grandmother's  Story. 

Lexington.    (Poem.) 
Hawthorne — True  Stories  from  New  England  History, 

Part  III. 


SUPERIOR  PUBLIC  SCHOOLS  31 

Coffin — Boys  of  '76. 

Fiske — War  for  Independence. 

American   Revolution. 

Irving's  Washington. 

Critical  Period. 

(7)  Liberty  Bell  and  Liberty  Tree. 

Hosmer — Samuel  Adams.  , 

Hawthorne — True  Stories  from  New  England  History. 

A  Bell's  Biography.     (Snow  Image,  etc.) 

Old  News,  Part  III. 

Holmes — King's  Chapel.      (Poems,  III.) 
Fiske — Washington  and  His  Country. 

War  for  Independence. 

American  Revolution. 

(8)  The  Flag: 

a  Of  the  Colonies. 

b  Of  the  United  States. 

c  Of  the  Confederate  States. 

(9)  Lord  Howe. 

Hawthorne — Legend  of  Province  House. 
(Twice  Told  Tales.) 
Main  Street.      (Snow  Image,  etc.) 
Holmes — Boston  Common.     (Poems.) 
Fiske — Irving's  Washington. 

War  for  Independence. 

(10)  Burgoyne. 

Drake — Burgoyne's  Invasion. 
Fiske — American  Revolution. 

War  for  Independence. 

Critical  Period. 

Irving's  Washington. 

(11)  La  Fayette. 

(12)  Cornwallis. 

(13)  Outline  of  Military  Plans  and  Movements. 

(Sketch  maps  freely.) 
a  Preliminary  Campaigns, 
b  The  First  Great  Defensive  Campaign, 
c  The   Northern   Invasion. 
d  The  First  Great  Triumph — Saratoga, 
e  Americans  Assume  the  Offensive, 
f  The  Disasters  of  1780. 
g  The  Second  Great  Triumph — Yorktown. 

(14)  Nathaniel  Greene. 

(15)  The  Money  Difficulties  of  the  War. 

(16)  Francis  Marion. 

Bryant — Song  of  Marion's  Men. 

(17)  Paul  Jones. 

Fiske — War  for  Independence. 
Seawall — Paul  Jones. 

(18)  Benedict  Arnold. 

(19)  Summary  of  Results  of  the  War. 

Cooper — The  Spy. 
The  Pilot. 

III.     THE  CRITICAL  PERIOD. — Seven  Years — 1782-1789. 

(1)  The  Continental  Congress. 

(2)  Articles  of  Confederation. 

(3)  Trade  and  Money  Troubles. 

(4)  The  Federal  Convention. 

The  Building  of  the  Ship — Longfellow. 


32  COURSE  OF  STUDY 

(5)    The  Constitution. 

Fiske — Critical  Period. 

War  for  Independence. 
Washington  and  His  Country. 


EIGHTH   GRADE. 
8B. — I.     THE  PERIOD  OP  WEAKNESS. — 1789-1815. 

(1)  Five  Great  Men. 

a  Washington,  the  Leader. 

b  Madison,  the  Statesman. 

c  Hamilton,  the  Financier. 

d  Jefferson,  the  Expounder  of  Democratic  Principles. 

e  Marshall,  the  Jurist. 

(2)  A  Survey  of  Washington's  Administration. 

(3)  Growth  of  Political  Parties. 

(4)  The  X.  Y.  Z.  Dispatches. 

(5)  The  Alien  and  Sedition  Laws. 

(7)  The   Louisiana   Purchase   and   the   Development   of   Ac- 

quired Territory. 

Drake — Making  of  the  Great  West. 
Wright — Children's  Stories  of  American  Progress. 

(8)  Second  War  with  Great  Britain.    (Sketch  maps  freely.) 

Holmes — The  Wasp  and  the  Hornet. 

Old  Ironsides. 
Little  Jarvis — Seawell. 

(9)  The  War  with  Tripoli. 

Decatur  and  Somers — Seawell. 
(10)    Contemporaneous  English  History. 

II.     WESTWARD  EXPANSION. — 1815-1850. 

(1)  Territorial  Growth. 

a  The  Northwest  Territory,  1787. 
b  The  Louisiana  Purchase,  1803. 
c  The  Florida  Cession,  1819. 
d  Texas  Annexation,  1845. 
e  The  Oregon  Country,  1846. 
f  The  Mexican  Cession,  1848. 
g  The  Gadsden  Purchase,  1853. 
h  Purchase  of  Alaska,  1867. 

Sketch  maps  showing  area  of  United  States  at  dif- 
ferent times. 

(2)  Industrial  Progress — Invention. 
Biographies:     Fulton,  McCormick, 

Stephenson,  Goodyear, 

Whitney,  Ericsson, 

Howe,  Edison, 

Morse,  Bell, 

Cyrus  W.  Field. 

Stoddard — Inventors.      (Men  of  Achievement  Series.) 

Bolton — Famous  Men  of  Science. 

Wright — Stories  of  American  Progress. 

(3)  The  Erie  Canal. 

(4)  Early  Use  of  Anthracite  Coal. 

Greene — Coal  and  Coal  Mines. 


SUPERIOR  PUBLIC  SCHOOLS  33 

III.     SLAVERY  AND  SECESSION. 

( 1 )   Three  Great  Men. 

a  John  Quincy  Adams. 

b  Daniel  Webster. 

c  Abraham  Lincoln. 

Hay — Biography  of  Lincoln. 

Lincoln — Gettysburg  Speech. 

Morse — John   Quincy  Adams.      (American   Statesmen 

Series. ) 

Lowell — Essay  on  Lincoln. 
Lodge — Daniel      Webster.          (American      Statesmen 

Series. ) 

Bolton — Poor  Boys  Who  Became  Famous. 
Morse — Abraham     Lincoln.        (American     Statesmen 

Series.) 

Stoddard — Statesmen.     (Men  of  Achievement  Series.) 
Bolton — Famous  Statesmen. 
Holmes — For  Services  in  Memory  of  Abraham  Lincoln. 

Birthday  of  Webster. 
Emerson — The  Fortune  of  the  Republic. 
Webster — Bunker     Hill     Oration,    and     Orations     on 

Adams  and  Jefferson. 

Reply  to  Hayne. 
(-)    Jackson  and  the  Spoils  System. 

(3)  Calhoun  and  Nullification. 

(4)  Henry  Clay,  the  Peacemaker. 

(5)  The  U.  S.  Bank  and  the  Panic  of  1837. 

(6)  A  Trio  of  Abolitionists. 

a  William  Lloyd  Garrison, 
b  Wendell  Phillips, 
c  Theodore  Parker. 
Lowell — The  Present  Crisis. 

Garrison  and  Wendell  Phillips. 

The  Bigelow  Papers. 

(7)  Eminent  Writers. 

Longfellow,  Hawthorne, 

Irving,  Whittier, 

Holmes,  Emerson. 

Wright — Children's  Stories  of  American  Literature. 

(8)  Harriet  Beecher  Stowe  and  Uncle  Tom's  Cabin. 

Wright — Children's  Stories  of  American  Literature. 
Bolton — Girls  Who  Became  Famous. 
Holmes — Poems  of  Harriet  Beecher  Stowe. 

(9)  Trace  the  History  of  Slavery  from  its  early  introduction 
into  the  Virginia  Colony  to  the  Civil  War,  noting  the 
compromises  in  the  Constitution,  the  various  compromise 
measures,  of  which  the  Missouri  Compromise,  the  Omni- 
bus Bill,  and  the  Kansas-Nebraska  Bill  are  notable  ex- 
amples, and  its  influence  on  the  admission  of  new  states 
and  the  acquisition  of  new  territory. 

Blaine — Twenty  Years  in  Congress. 
Coffin — Drumbeat  of  the  Nation. 
Brooks — Boy  Settlers.      (Kansas  Trouble.) 

(10)  The  Lincoln-Douglas  Debate. 

(11)  Franklin   Pierce. 

Hawthorne — Biography.     (Tales  and  Sketches.) 

About  War  Matters.    (Tales  and  Sketches.) 

(12)  Wm.  H.  Seward. 

(13)  Gen.  U.  S.  Grant. 


34  COURSE  OF  STUDY 

Holmes — At  a  Dinner  to  Gen.  Grant. 

(14)  Charles  Sumner. 

Longfellow — The  Arsenal  at  Springfield. 

CharleM  Sumner.    (No.  63  Riverside.) 
Holmes — Hymn  at  the  Funeral  of  Charles  Sumner. 

(15)  Seceding  States — Sketch  a  map. 

(16)  The  Emancipation  Proclamation. 

Holmes — Emancipation  Proclamation. 

8  A. — 1.     THE  CIVIL  WAR  AND  RECONSTRUCTION. 

(1)  A  general  Study  of  the  Military  and  Naval  Engagements 
of  the  War,  and  a  close  study  of  three  or  four  leading 
campaigns,  e.  g. : 

a  Early  Campaigns:     Bull    Run,    Fort   Henry   and   Fort 

Donelson. 

Island  No.   10,  Shiloh,  Corinth, 
b  Struggles  for  Washington  and 
Richmond:  In  the  Peninsula. 
Second  Bull  Run. 
Antietam. 
Fredericksburg. 
Chancellorsville. 
Gettysburg. 
Holmes — My  Hunt  After  the  Captain.    (Antietam.) 

The  Inevitable  Trial.    (Jly  4,  1863.) 
c  The  Wilderness  Campaign. 
d  Between  Nashville  and  Atlanta: 
Murfreesboro. 
Chattanooga. 
Chickamauga. 
Atlanta. 

Capture  of  Atlanta, 
e  Sherman's  Campaign — From  Atlanta  to  the  Sea. 

Holmes — Sherman's  in  Savannah. 
f  Farragut  and  New  Orleans. 

Holmes — At  a  Dinner  to  Admiral  Farragut. 
g  The  Monitor  and  Merrimac. 

Longfellow — The  Cumberland. 
Sketch  maps  freely. 

(2)  The  Conscription  Act. 

(3)  Expense  of  the  War. 

(4)  What  the  War  Settled. 

II.     RECONSTRUCTION  AND  DEVELOPMENT. 

(1)  Provisional  Government  Established. 

(2)  Adoption  of  the  Thirteenth  Amendment. 

(3)  President  Johnson's  Plan.  )    Compare  with  Lincoln's 

(4)  The  Congressional  Plan.     )  Views. 

(5)  Impeachment  of  the  President. 

(6)  The  Fourteenth  Amendment. 

(7)  The  Alabama   Claims. 

III.  RECENT  EVENTS  AND  PROMINENT  MEN. 

(1)  The  Atlantic  Cable. 

(2)  Completion  of  the  Pacific  Railroad. 

(3)  Weather  Bureau. 

( 4 )  Centennial. 


SUPERIOR  PUBLIC  SCHOOLS  35 

( 5 )  Mississippi  Jetties. 

(6)  Civil  Service  Act. 

(7)  Brooklyn  Bridge. 

(8)  Standard  Time.  , 

(9)  Bartholdi's  Statue  of  Liberty. 

(10)  Venezuela  Controversy. 

(11)  Tariff  Discussion. 

(12)  Free  Silver  Discussion. 

(13)  Cuba  and  Spain. 

(14)  Spanish-American  War. 

(15)  Results  of  the  War. 

(16)  Government  of  the  Philippines. 

(17)  The  "Boxers"  in  China. 

(18)  Assassination  of  President  McKinley. 

(19)  Self-government  in  Cuba. 

(20)  The  Isthmian  Canal. 

(21)  The  Alaska  Boundary  Dispute. 

(22)  The  Louisiana  Purchase  Exposition. 

(23)  Prominent  Statesmen. 

Blaine,  Reed, 

Garfield,  Hill, 

Tilden,  McKinley. 

(24)  Business  Men. 

a  Cornelius  Vanderbilt,  e  Phil.  D.  Armour, 

b  John  Jacob  Astor,  f  Geo.  M.  Pullman, 

c  Levi  P.   Morton,  g  Peter  Cooper, 

d  Chauncey  M.  Depew,  h  Marshal  Field, 

i  Leland   Stanford,  j  J.  P.  Morgan. 

k  J.  J.  Hill. 

Stoddard — Business  Men.      (Men  of  Achievement 
Series.) 

(25)  Discussion  of  the  influence  of  Art,   Education,  Litera- 

ture, Industries  and  Commerce  as  Civilizing  Agen- 
cies. The  growing  tendency  to  Arbitration  and  the 
shrinkage  of  War-Sentiment. 

IV.     MODERN  INDUSTRIAL  DEVELOPMENT. 

Factory  System  of  Labor. 
Results  of  Spanish-American  War. 
Local  Civic  Conditions. 
Municipal  Government. 
Consolidations  and  Mergers. 
General   Review. 

SUGGESTIONS. 

Have  the  pupils  reproduce  definitely  the  substance  of  the  oral 
lessons. 

Correlate  history  and  geography,  making  frequent  use  of  map 
drawing. 

Show  relation  between  causes  and  results. 

Cultivate  the  habit  of  independent  investigation  by  encouraging 
colateral  reading. 

The  teacher  must  be  a  thorough  student  of  history  to  get  the  best 
results. 


CIVICS. 


T.c. — Refer  to  Marwick  and  Smith's  The  True  Citizen. 

A.C. — Refer  to  Dole's  American  Citizen. 

Y.C. — Refer  to  Dole's  Young  Citizen. 

F.L.C. — Refer  to  Froman's  First  Lesson  in  Civics. 

SEVENTH  GRADE. 
7  B. — THE  COMMUNITY. 

The  Schoolroom  and  the  Government.     A.  C.  Chap.  2 
What  are  schools  for?     Y.  C.  Chap.   3. 
Necessary  conditions — Obedience — Self  Control. 
Government  of  the  schools.    F.  L.  C.  33-37. 
(Note  the  seven  cardinal  virtues.) 

The  Playground.    A.  C.  Chap.  3. 
Organization  necessary. 
Public  opinion  must  be  respected. 
Games,   what? 
Courtesy.     T.  C.  119-124. 
Honor.     T.   C.   112-118. 

The  Principles  that  Bind  Men  Together.     A.  C.  Chap.  4. 
Respect  for  others'  rights.     T.   C.   Chap.   4 
Reverence.     T.  C.  188-192. 
Mutual  help  and  protections. 
Strong   and    weak. 
Responsibility. 
Chivalry. 

The  Duties  That  Men  Owe  One  Another.     A.  C.  Chap.  7. 
Social. 
Business. 
Political. 

7  A. — GOVERNMENT. 

The  Purpose  of  Government.    A.  C.  Chap.  8. 

What  Government  is.     A.  C.  40 — F.  L.  C.  13-16. 
Two  ideas  of  government.     A.  C.   41. 
Liberty.    A.  C.  43 — T.  C.  219-224. 

Forms  of  Government.    A.  C.  Chap.  9.    F.  L.  C.  70-74. 

Local  Government.  A.  C.  Chap.  10.  F.  L.  C.  74-81. 
State  Government.  A.  C.  Chap.  11.  F.  L.  C.  103-118. 
National  Government.  A.  C.  Chap.  12.  F.  L.  C.  138-148. 

Cities  and  Their  Government.    A.  C.  Chap.  13. 

Beginning  of  a  city.    F.  L.  C.  93-96.     Y.  C.  Chap.  1. 

Charter.     F.  L.  C.  96.    A.  C.  75. 

Organization. 

Mayor.     F.  L.  C.  100. 

Council.     F.  L.  C.  98-99.     A.  C.  73. 

Courts.     F.  L.  C.  101. 

Powers  of.     F.  L.  C.   101.     A.  C.  74-75. 


37 


Taxes.     A.  C.  Chap.   16. 

Public  expenses.     How  paid?     A.  C.  94.    F.  L.  C.  61. 

Y.  C.  3-8,  121-125. 
How  levied?    F.  L.  C.  62-64. 

Kinds  of  taxes.     A.  C.  95-100.     F.  L.  C.   66-69. 
How  used?     Y.  C.  126-131. 

EIGHTH   GRADE. 
8  B. — CITIZENSHIP. 

Who  Are  Citizens.     F.  L.  C.   38-40.     Y.  C.   25-33. 

Aliens. 

Naturalization. 
Rights  of  Citizens. 

Civil.     F.  L.  C.   41-44. 

Political.     F.  L.  C.  45. 
Voting.     A.  C.  Chap.  9. 

Methods.     A.  C.  116-119.     F.  L.  C.  50-54. 

Who  may  vote?     A.  C.  119-121.     F.  L.  C.  45-48. 

Political  Parties.     A.  C.  Chap.  20.     F.  L.  C.  79-184. 
Conditions  of  Good  Citizenship.     A.  C.  Chap  5.     T.  C.  230-234. 

Obedience.     T.  C.  21. 

Order.     T.  C.  182. 

Candor.     T.  C.  28.     Honesty.     T.  C.  112. 

Reverence.     T.  C.  188. 

Industry.     T.  C.  67. 

Self-control.     T.   C.   91. 

Self-respect.     T.  C.   131. 

Self-help.     T.    C.    137. 

Faithfulness.     T.  C.   171. 

Duty.     T.  C.  200. 

Courage.     T.  C.   130. 

Temperance.     T.   C.   206. 

Patriotism.     T.   C.    213. 

Independence.     T.  C.   219. 

The  Ideal  Man.     225. 
Relations  of 

To  the  Home.    T.  C.  235. 

To  the  Community.     T.  C.  239. 

To  the  Nation.     T.   C.   245. 
The  Ideal  Citizen.     T.  C.  250. 

8  A. — UNITED  STATES  GOVERNMENT. 

Details. 

Practical  working. 

Governments  of 

Great  Britain. 

Canada. 

France. 

Germany. 

Austria- Hungary. 

Switzerland. 

Russia. 

Turkey. 

China. 

Compared  with  that  of  the  United  States. 
Text. — Clark's  The  Government. 


GEOGRAPHY  AND  NATURE 
STUDY. 


FIRST  GRADE. 

Nature  Study — some  systematic  work  that  the  teacher  can  do,  but 
under  direction  of  principal.  Daily  changes  of  weather  and  phenomena 
of  nature  that  attract  the  child's  attention  should  be  considered.  Teach- 
ers of  this  grade  should  be  familiar  with  the  geography  scheme  of  the 
grades  to  follow. 

SECOND  GRADE. 
2  B.— I.    Soil: 

Experiments  to  show  that  soil  comes  from  rock. 
II.     Moisture  in  soils: 

1.  Source  of. 

2.  Absorption  by. 
III.    Atmosphere: 

1.  Use  of. 

2.  Wind,  rain,  snow. 

3.  Uses  of  wind,  rain,  snow. 

IV.     Plants  considered  in  their  soil  connection: 

1.  Uses  of  parts  of — roots,  stem,  leaves,  and  flowers. 

2.  Life    processes    of — drinking,    breathing,    eating    and 

growing. 
2  A. — V.    Animals: 

1.  Simple  habits  and  intelligence  of  domestic  and  wild 
animals  in  food-getting,  rearing  and  protection  of 
the  young. 

2.    Dependence  on  environment. 
VI.     People: 

The  home,  climate,  food,  clothing,  games,  etc.,  of  Indian 
child,  of  Esquimo  child,  and  of  Chinese  child,  and  of  the 
Black  child,  as  compared  with  that  of  the  White  child. 

THIRD  GRADE. 

:«  B. — I.    Soil: 

1.  Formation  on  a  large  scale,  with  special  application  to 
Superior. 

2.  Transportation  of. 

3.  Effect  of  mixing  sand  with  Superior  soil;    with  vege- 
table mold;  and  of  ploughing. 

II.    Water: 

1.  In  different  soils, 

How  water  passes  through. 
How  water  is  retained. 

2.  Water  level  in  soil. 

3.  Study  of  a  river  system;  of  the  Lake,  the  Bay,  the  Point. 

4.  Drainage — with     special     reference     to     Superior     and 

vicinity. 
III.     Atmosphere: 

1.    Air  in  the  soil: 


SUPERIOR  PUBLIC  SCHOOLS  39 

Its  use. 

Air  level  controlled  by  water  level. 

2.  Evaporation  and  water  vapor  in  the  air. 

3.  Rainfall  and  temperature  of  Superior. 

3  A.— IV.     Plants — plant  life  in  general  and  in  the  region  about  Supe- 

rior in  particular: 

1.  Differences  in  shape,  branching,  leaves,  bark,  and  wood 

of  trees. 

2.  Soil  sought  by  each  tree. 

3.  Vegetation  about  Superior  and  effect  of  soil  and  cli- 

mate thereon. 

4.  Study  of  fruits. 
V.     Animals: 

1.  Study  of  animals,  domestic  and  wild,  to  note  adaptation 

of  anatomy  to  the  food-getting  and  protective  prin- 
ciples. Home;  shape  of  body,  nose,  feet,  teeth;  posi- 
tion of  eyes;  color;  protective  appendages. 

2.  Animal  life  around  Superior. 

3.  Our  food,  clothing,  etc.,  from  animals. 

VI.  People — nationalities,  occupations,  habits,  dress,  amusements, 

etc.,  of  people  of  Superior. 

FOURTH  GRADE. 

4  B. — I.    Section   tributary  to   the   Great  Lakes   with   Superior   as   a 

center: 

1.  Geological  history  of  the  section. 

2.  History  of  the  drainage. 

II.     Study  of  the  Great  Lakes  and  St.  Lawrence  River. 

III.  Climate  and  rain  fall  of  the  section. 

IV.  Plants  of  the  section: 

1.  Trees. 

2.  Economic  plants. 

3.  Each  plant  studied  in  its  soil,  climatic  and  economic 

relations. 
V.     Animals  of  the  section: 

1.  Domestic — uses  and  commercial  importance. 

2.  Wild — relation  to  environment. 
VI.     People: 

1.  Nationalities — reasons  for  in  different  localities. 

2.  Distribution  of  population  with  reasons  for  scarcity  or 

abundance. 

3.  Occupations. 

VII.  Government — beneficent   work   of   government,   not   the   ma- 

chinery. 

Consider  how  government  protects;   how  it  aids  manufac- 
turing, agriculture,  mining,  commerce,  education,  etc., 
with  particular  reference  to  this  section. 
4  A. — Study  of  the  Earth  as  a  globe: 

1.  Representation  of  earth. 

(a)  Difference  between  (1)  picture  and  globe. 

(2)  picture  and  map. 

(3)  globe  and  map. 

(b)  Reading    of    maps    and    globes — color,    shading, 

lines,  symbols,  and  terms  used. 

2.  Movements  of  earth. 

(1)  On  axis — day. 

(2)  About  the  sun — year. 

3.  Inclination  of  earth's  axis — seasons. 

4.  Division  of  surface  into  zones. 


40  COURSE  OF  STUDY 

5.  Position  of  land  and  water  masses. 

6.  Hemispheres — names. 

7.  Continents  and  grand  divisions. 

8.  Water  divisions. 

T.     World  View  of  Continents: 

1.  Physical  growth  of — traced  from  oldest  highlands. 

2.  Basins. 

3.  Highlands. 

4.  Comparison  of  each  continent  with  every  other  in  posi- 

tion, size,  slope,  and  character  of  its  basins  and  high- 
lands. 

FIFTH  GRADE. 

5  B. — Review 

I.   World  View  of  Continents. 
II.     Principal  river  systems  of  each  continent — also  principal  lake 

regions. 

III.     World  view   of   climate,   as  controlled   by  latitude,   altitude, 
nearness  to  sea  and  direction  of  prevailing  winds: 

1.  Inclination  of  earth's     axis     and     revolution    of     earth 

around  the  sun. 

2.  Study  of  seasons. 

3.  Permanent  air  currents. 

4.  Permanent  ocean  currents. 

5.  Rainfall. 

6.  Division  of  continents  into  climatic  belts. 
IV.     Plants: 

1.  The  forest  regions  of  the  world  determined  and  mapped. 

2.  Conditions  and  distribution  of  economic  plants. 
V.    Animals: 

Conditions  and  distribution  of. 
5  A.— VI.     People: 

Conditions  and  distribution  of  races. 

VII.     Growth  of  Nations,  as  determined  by  their  physical  environ- 
ment: 

Consider  United  States,  England,  Germany,  France,  Nor- 
way and  Sweden,  Spain,  Italy  Switzerland,  Greece,  Russia, 
India,  China,  Japan,  Egypt,  in  relation  to  the  following: 

1.  Physical  surroundings. 

2.  Manner  of  living. 

3.  Occupations. 

4.  Customs. 

5.  Government. 

6.  Education. 

7.  Religions. 

8.  Cities. 

SIXTH  GRADE. 

0  B. — North  America  with  special  treatment  of  the  United  States: 
I.    Land: 

1.  Growth  of  the  continent. 

2.  Lowlands. 

3.  Highlands. 

4.  Soils — conditions  of  economic  plants. 

5.  Mineral  products. 

II.    Drainage.     River  systems. 
III.     Climate — conditions  of  economic  plants 
IV.     Plant  Life: 


SUPERIOR  PUBLIC  SCHOOLS  41 

Classification    of    areas    producing    economic    plants    with 

physical  basis  thereof. 
V.    Animal  Life: 

Classification  of  areas  with  physical  basis  thereof. 
VI.     People: 

1.  Races,  with  relations  to  regions  occupied. 

2.  Occupations  and  industries  with  physical  basis  thereof. 

3.  Facilities    for    manufacturing    the    raw    material    near 

producing    field    and    facilities    for    transporting    for 
manufacturing  and  use. 

4.  Position  and  growth  of  cities  in  accordance  with  the 

above  facts. 

5.  Commerce  as  growing  out  of  the  necessity  for  trans- 

portation of  raw  and  finished  products. 

6  A. — South  America  and  Europe  considered  according  to  the  outline 

for  6  B.  North  America. 

SEVENTH  GRADE. 

7  B. — Asia,  Africa,  Australia,  etc.,  considered  according  to  the  outline 

for  6  B.  North  America. 

7  A. — VII.   Government: 

1.  Purpose  of. 

2.  Forms  of — development  and  physical  basis  thereof. 

3.  World  view  of — political  divisions  of  the  world. 
VIII.     Education: 

1.  Uses  of. 

2.  Function  of  government  in  aiding. 

3.  World  view  of. 

Special  Geography  of  Wisconsin — four  weeks.  Consider  physical 
features,  peoples,  industries,  cities,  government,  and 
education. 

EIGHTH  GRADE. 

8B. — IX.     Commerce: 

1.  General  conditions  of. 

2.  Of  United  States  considered: 

(a)  Conditions  of. 

(b)  Raw  products. 

(c)  Manufacture. 

(d)  Transportation. 

(e)  Markets. 

3.  Of  principal  countries  of  the  world. 

8  A. — See  Civics. 

SUGGESTIONS. 

Each  teacher  should  consider  the  whole  course  in  geography  that 
she  may  know  the  scheme  worked  out  and  the  principles  upon  which  it 
is  based. 

Note  that  the  following  points  are  emphasized  and  spirally  con- 
sidered: I  Land,  II  Water,  III  Atmosphere,  IV  Plant  Life,  V  Animal 
Life,  VI  People,  VII  Government  and  Nationality,  VIII  Education, 
IX  Commerce. 

In  the  plan  of  the  course,  the  observational  and  physical  side  of 
the  subject  is  dealt  with  in  the  early  part  of  the  course  and  only  later 
are  the  complex  sociological  and  governmental  facts  considered.  This 
for  psychological  reasons. 

In  method  of  development  and  presentation,  three  principles  are 
observed:  1.  Physiographical  facts  are  the  basis  of  human  develop- 
ment; 2.  If  we  are  to  understand  present  conditions,  we  must  relate 


42  COURSE  OF  STUDY 

all  geographic  facts  in  a  causal  sequence;  3.  Basal  units  thoroughly 
treated  and  used  as  types  give  apperceiving  bases  for  an  intelligent 
treatment  of  the  subject. 

Use  pictures  and  diagrams  to  make  clear  and  objective  the  ideas 
presented. 

The  presentation  in  the  lower  grades  must  be  chiefly  oral  by 
the  teacher;  but  have  questions  discussed  and  a  systematic  presenta- 
tion and  reproduction  in  full,  clear,  and  definite  form  by  the  pupils. 

Keep  outlines  of  the  topics  treated  and  record  regularly  in  the 
plan-book. 

Study  maps  and  draw  free  hand  maps  of  the  grand  divisions,  of 
United  States  and  Wisconsin.  In  so  doing  get  pupils  to  realize  the  facts 
of  surface  and  the  proportion  of  parts. 

Take  broad  surveys  and  comparisons  at  the  close  of  important 
topics.  Make  North  America,  the  United  States,  and  Wisconsin  stand- 
ards of  comparisons. 

Every  geographical  type  should  be  clearly  grasped  by  the 
teacher  in  its  central  idea  and  presented  from  that  standpoint. 

The  important  relations  to  other  studies  should  be  noticed.  In 
other  studies  use  frequently  the  maps  of  the  United  States,  of  North 
America,  of  the  World. 

Strive  to  develop  a  strong  and  clear  imagination  that  projects 
definite  pictures.  Geography  is  a  broad  subject  but  make  it  definite. 

REFERENCES — (Copies  furnished  each  school): 

Soil:     King's  The  Soil. 

Burkett,  Stevens  &  Hill's  Agriculture  for  Beginners,  pp.  1-26. 

Tarr  &  McMurry's  Geography,  First  Part,  pp.  1-9. 

Dodge's  Reader  in  Physical  Geography,  pp.  198-205. 

Heilprin's  The  Earth  and  its  Story,  pp.  13-19. 

Shaler's  The  Story  of  Our  Continent,  pp.  36-40,  183-192. 

First  Book  in  Geology,  pp.  24-29. 
Dana's  Revised  Text-book  of  Geology,  p.  34. 
Kingsley's  Town  Geology. 

Madame  How  and  Lady  Why. 
Fairbank's  Home  Geography. 

and  many  other  texts  in  geology  and  agriculture. 

Geological  History: 

Dana's  Revised  Text-book  of  Geology. 
Herrick's  The  Earth  in  Past  Ages. 
Heilprin's  The  Earth  and  its  Story, 
and  other  texts  in  geology  and  physical  geography. 

Continental  Development: 

Shaler's  Story  of  Our  Continent. 
Mills'  International  Geography. 
Ritter's  Comparative  Geography. 
Dodge's  Reader  in  Physical  Geography. 
Tarr  &  McMurry's  Geography,  Third  Part,  pp.  1-22. 
and  other  texts  in  geology  and  physical  geography. 

Water  and  Drainage: 

Shaler's  Story  of  Our  Continent. 
Mills'  International  Geography. 
Ritter's  Comparative  Geography, 

and  other  texts  in  geology  and  geography. 

Atmosphere — Climate : 

Harrington's  About  the  Weather. 


SUPERIOR  PUBLIC  SCHOOLS  43 

Tarr  &  McMurry's  Geography,  First  Part,  pp.  71-80. 
Dodge's  Reader  in  Physical  Geography,  pp.  171-19T. 
Shaler's  First  Book  in  Geology,  pp.  56-61. 

"        The  Story  of  Our  Continent, 

and  other  texts  in  physical  geography. 

Plants:     Coulter's  Plant  Relations. 

Burkett,   Stevens   &   Hill's   Agriculture   for   Beginners,    Chap. 

Ill,  IV,  V,  VII. 

Dana's  Plants  and  Their  Children. 
Stokes'  Ten  Common  Trees. 

Herrick's  The  Earth  in  Past  Ages,  pp.  135-144,  154-166. 
Morley's  A  Few  Familiar  Flowers. 
Kirby's  Aunt  Martha's  Corner  Cupboard. 
Kingsley's  Madam  How  and  Lady  Why,    Chap.  X. 
Adams'  Commercial  Geography,  Chap.  VIII. 
Redway's  Commercial  Geography,  Chap.  VIII-XV. 
Redway's  Physical  Geography,  pp.  315-324. 
Shaler's  The  Story  of  Our  Continent,  pp.  193-196. 

First  Book  in  Geology,  pp.  40-53,  155-163. 

and  other  texts  in  botany,  etc. 

Animals : 

Jordan  &  Kellogg's  Animal  Life. 

Burdett,   Stevens    &    Hill's   Agriculture   for   Beginners,    Chap. 

VI,  VIII,  IX,  and  pp.  234-240. 
Herrick's  The  Earth  in  Past  Ages. 
Redway's  Physical  Geography,  pp.  303-334. 

Commercial  Geography,  Chap.  XVI. 
Adams'  Commercial  Geography,  Chap.  IX. 
Shaler's  The  Story  of  Our  Continent,  pp.  196-205. 
Lockwood's  Animals  Memoirs. 
Chapman's  Bird  Life. 
Thomson's  The  Study  of  Animal  Life. 
Miller's  My  Saturday  Bird  Class. 
Thompson-Seton's  Stories 

and  texts  in  zoology. 

Industries : 

Rocheleau's  Great  American  Industries:     Products  of  the  Soil; 

Minerals;  Manufactures. 
Burkett,   Stevens  &  Hill's  Agriculture. 
Greene's  Coal  and  Coal  Mines. 
Kirby's  Aunt  Martha's  Corner  Cupboard. 
Adams'  Commercial  Geography. 
Redway's   Commercial   Geography. 
Trotter's  Commercial  Geography. 

Commerce : 

Adams',  Redway's,  and  Trotter's  Commercial  Geographies. 
Webster's  General  History  of  Commerce. 

Effect  of  Physical  Environment  of  Man: 

Religions  |    Guyot's  The  Earth  and  Man. 

Customs  I    Andrew's  Seven  Little  Sisters  who  Lived 

Civilization  on  the  Round  Ball. 

Races  |    Andrew's  Seven     Little     Sisters     Prove 

their  Sisterhood. 


DRAWING. 


FIRST  GRADE. 

Water  Color:  Free  hand  brush  work.  Development  of  color  sense 
from  study  of  red,  orange,  yellow,  green,  blue,  violet;  colors  applied 
in  flat  washes  in  simple  design  work;  the  massing  of  simple  objects, 
fruits  and  vegetables;  free  expression  in  illustrating  the  story  work. 

Clay  Modeling:  Free  and  frequent  use  of  clay  to  develop  sight 
and  touch,  in  study  of  simple  objects  familiar  to  child.  Emphasis 
should  be  placed  upon  the  provision  of  simple  type  models  as  the  young 
child  is  not  disposed  to  study  details  and  will,  otherwise,  fall  back 
upon  mental  images. 

Scissors:  The  study  of  form  and  proportion  as  applied  to  express- 
ion in  number  work — square,  circle,  oblong,  etc.;  free  hand  cutting  of 
any  desired  object;  illustration  of  story  work.  The  work  shall  be  free 
hand. 

Paper  Folding:  Frequent  lessons  in  folding  should  be  given  as 
the  lessons  develop  dexterity  of  fingers,  attention,  and  unity  of  ex- 
pression. Military  precision  and  directness  should  accompany  this 
manual  work. 

Pencil:  If  a  pencil  is  used  in  first  grade  it  should  be  as  large  and 
soft  as  possible.  Chalk,  charcoal,  and  crayon  are  more  acceptable. 

SECOND  GRADE. 

Water  Color:  Continue  work  of  previous  grade.  Free  hand  brush 
work  for  study  of  flowers,  fruits,  vegetables;  trees  and  simple  land- 
scapes from  nature  and  memory.  Massing  simple  objects  in  wash; 
use  of  brush  in  flat  washes  as  applied  in  design. 

Clay  Modeling:     Continued  correlated  work  from  previous  grade. 

Scissors:  Form  study  to  be  continued  from,  previous  grade  to  in- 
clude ellipses,  ovals,  triangles;  the  illustration  of  number  and  lan- 
guage work;  patterns  for  designs  for  cloths  and  wall  papers.  Entire 
work  shall  be  freehand. 

Chalk,  Charcoal,  Crayon,  Pencil:  Use  first  three  fully.  Use  very 
soft  large  pencil  for  massing  or  pencil  painting. 

THIRD  GRADE. 

Water  Color:  Free  expression  in  nature  study  for  flowers,  trees, 
fruits,  vegetables  and  simple  scenes,  as  correlating  with  language, 
geography  and  history. 

Ink  Massing:  Two  or  three  tone  work  as  applied  in  water  color 
study  and  in  design. 

Pencil:     Outline  objects;  correct  use  of  eraser;  use  in  design  work. 
Clay  Modeling:     Correlated  geography  and  nature  work. 

Scissors:  As  required  in  correlation  with  geography  and  nature 
work. 


SUPERIOR  PUBLIC  SCHOOLS  45 

FOURTH  GRADE. 

Water  Color:  Nature  study  and  as  required  in  design,  geography, 
history,  etc. 

Ink  Massing:     Application  of  tone  work  as  required. 

Pencil:  Continued  outline  work;  massing  with  pencil  for  simple 
tones;  as  required  in  design. 

FIFTH  GRADE. 

Water  Color  and  Ink  Massing:  Nature  work;  correlated  work  in 
geography,  history,  literature;  design  work. 

Pencil:  Outline  and  shading  as  applied  to  still  life;  pose  work; 
landscape  illustration;  design. 

Perspective : 

1.  Cube  and  prisms  below  level  of  eye. 

2.  Cube  and  prisms  above  level   of  eye. 

3.  Objects  like  these  type  forms. 

SIXTH  GRADE. 

Water  Color  and  Ink  Massing:  Nature  work;  correlated  work  in. 
geography,  history,  literature,  etc. 

Pencil:     Groups  of  still  life  in  simple  light  and  shade;  pose  work; 
design;   landscape  illustration. 
Perspective : 

1.  Lunch  box  below  level  of  eye. 

2.  Simple  model  of  house,  barn,  castle,  or  gateway. 

SEVENTH  GRADE. 

Water  Color  and  Ink  Massing:  Simple  landscape  work  from  na- 
ture and  memory;  nature  work;  groups  of  still  life  in  sepia  or  ink; 
correlated  expression  of  other  branches  of  school  course. 

Pencil:  Groups  of  still  life  in  light  and  shade;  pose  work;  simple 
composition  work. 

Perspective: 

1.  Closed  large  book  below  level  of  eye. 

2.  Open  large  book  below  level  of  eye. 

3.  Corner  of  school  room. 

EIGHTH  GRADE. 

Water  Color  and  Ink  Massing:  Simple  landscape  work  from  na- 
ture and  memory;  sepia  studies;  designs;  correlated  expression  of 
other  branches  of  school  course. 

Pencil:  Groups  of  still  life  in  light  and  shade;  composition  work; 
design. 

Perspective: 

1.  Steps. 

2.  Cottage. 


MUSIC. 

FIRST  GRADE. 

1  B — Rote  songs.  Rhymes,  voice  exercises,  ear  training,  tone  re- 
lationship, invention,  corrective  work. 

1  A — Continue  work  of  1  B.    Introduce  staff  with  simple  exercises 
from  blackboard.     Introductory  Chart — all   exercises  without  slips  in 
the  melody. 

SECOND  GRADE. 

Reiew:     Rote  songs.     Tone  relationship. 

Rhythms:  Ear  and  eye  training  in  tune  and  time.  Invention,  cor- 
rective work. 

2  B — First  half  of  Introductory  Chart — Educational. 

2  A — Finish   the   Introductory   Chart — Educational. 

THIRD  GRADE. 

Review:  Rote  songs.  Ear  ana  eye  training  hi  tune  and  time. 
Tone  relationship. 

The  problems  of  this  grade  are  the  equally  divided  beat  and  sharp 
four  in  the  nine  common  keys. 

3  B — First  half  of  First  Reader — Educational. 

3  A — Finish  First  Reader — Educational. 

FOURTH  GRADE. 

Few  rote  songs.  Tests  in  tune  and  time.  Tone  relationship.  In- 
vention. Sharp  four  and  flat  seven  are  treated  in  their  diatonic  and 
chromatic  nature. 

4  B — First  half  of  Second' — Educational. 

4  A — Finish  Second  Reader — Educational. 

FIFTH  GRADE. 

Ear  and  eye  training.  Invention.  Tests.  The  relative  and  tonic 
minors  are  studied  without  theoretical  analysis.  Composers. 

5  B — Page  1  to  31  of  Third  Reader — Educational. 

5  A — Page  31  to  61  of  Third  Reader — Educational. 

SIXTH  GRADE. 

Study  of  minor  mode.  Complete  treatment  of  major  and  minor 
keys.  Composers.  Three  part  singing.  Written  work. 

6  B — See  Fifth   Grade  suggestions.      Finish   Third   Reader — Edu- 

cational. 

6  A — Page  1  to  30     Fourth  Reader,  with  supplementary  songs. 

SEVENTH  GRADE. 

See  suggestions  for  Sixth  Grade. 

7  B — Pages  31  to  62  of  Fourth  Reader — Educational. 

7  A — From  page  62  finish  Fourth  Reader — Educational. 

EIGHTH  GRADE. 

Written  work.  Complete  review  of  essentials.  Ear  and  eye  tests. 
Composers.  Invention.  Bass  staff. 

A  special  outline  is  given  for  the  Fifth  Reader. 


PHYSICAL  TRAINING. 


Breathing  exercises  should  be  given  at  beginning  of  each  lesson. 
Wherever  possible  the  exercises  should  be  varied  by  marching  or  exer- 
cising in  the  halls  or  on  the  playgrounds,  as  change  of  surroundings 
will  be  beneficial. 

Marching — observe  laws. 

1.  Head  erect. 

2.  Chest  leading. 

3.  Abdomen  drawn  in. 

4.  Walk  in  straight  line. 

5.  All  of  foot  down. 

6.  Weight  on  ball  of  foot. 

7.  Arms  hanging  at  side. 

SERIES  I — FIRST  AND  SECOND  GRADES. 
Division    I. 

1.  Arms  forward  or  sideways — Raise. 

2.  Same  followed  by  arms  upward — Raise. 

3.  Arms  forward  upward  or  sideways  upward — Raise. 

4.  Arms  upward — Bend;   downward,  upward,  forward  or  side- 

ways— Stretch. 

5.  Arms  upward  or  forward  or  sideways — Stretch. 
With  alternations  and  combinations  on  count. 

DvisioH  n. 

1.  Feet — Close. 

2.  Toes — Raise. 

3.  Keels- — Raise. 

4.  Knees — Bend. 

5.  Right  or  left  knee  upward — Bend. 

6.  Right  or  left  foot  backward — Raise. 

Variation  can  be  secured  by  using  the  following  foot  posi- 
tion's: (a)  Attention;  (b)  Right  or  left  foot  sideways — Place; 
(c)  Right  or  left  foot  sideways,  forward — Place;  (d)  Right  or 
left  foot  forward — Place;  (e)  Feet — Close;  (f)  Feet  close  and 
one  foot  forward — Place. 

Progression  can  be  secured  by  increasing  the  number  of 
times  each  exercise  is  executed.  Begin  at  10  each  and  increase 
to  25  of  3.11  but  4th. 

Division  li^. 

1.  Trunk  forward,  backward,  to  right,  to  left — Bend,  or  twist, 
with  feet  in  any  of  the  positions  enumerated  in  Div.  II.  and 
(a)  Hands  on  hips — Place,  (b)  Arms  upward — Bend. 

SERIES  2 — THIRD  AND  FOURTH  GRADES. 
Division  I. 

1.    Arms   to   thrust — Raise;    Downward,   forward,   sideways   or 
upward — Thrust. 


48  COURSE  OF  STUDY 

2.  Arms  forward,  sideways  or  upward — Thrust. 

3.  Arms  forward — Raise  (or  stretch) ;  Sideways — Swing. 

4.  Arms  forward — Bend;  Sideways — Swing. 

5.  Arms  upward — Bend;  Elbows  forward  and  sideways — Swing. 

6.  Arms — Circle  (or  twist)  after  arms  sideways — Stretch. 

7.  Exercises  of  Division  I.,  Series  1,  and  various  foot  positions 

or  exercises  of  Division  II.,  Series  1,  with  alternations  and 
combinations. 
Division  II. 

1.  Same  exercises  as  Division  II.,  Series  1,  beginning  with  25 

of  all  but  4th,  and  increasing  to  50  of  all  but  4th  exercise. 
Begin  4th  with  10  repetitions  and  increase  to  25. 

2.  Arms  sideways — Stretch;  followed  by  Heels — Raise;  Knees — 

Bend,  etc.,  in  any  of  the  foot  positions. 

3.  Arms  upward — Stretch;  followed  by  Heels— Raise;  Knees — 

Bend,  etc.,  in  any  of  the  foot  positions. 

4.  Marching  on  toes,  on  heels. 

5.  Knee  upward — Bend;  Leg  forward — Stretch. 
Division  III. 

1.  Combine  twist  and  bend  in  exercises  of  Division  III.,  Series  1. 

For  example,  Trunk  to  right — Twist;   Trunk  backward — 
Bend. 

2.  Trunk  forward,  backward,  to  right,  to  left — Bend,  or  twist, 

with  feet  in  any  of  the  positions  enumerated  in  Division 
II.,  Series  1,  and 

(a)  Neck — Firm. 

(b)  One  arm  upward — Stretch. 

SERIES  3. — UPPER  GRADES. 
Division  I. 

1.  Right  or  left   arm   upward,   forward   or   sideways — Stretch; 

Arms — Change. 

2.  Arms     upward — Bend;      Right     upward,     left     sideways— 

Stretch.     Similarly  right  upward,  left  forward  and  right 
sideways,  left  forward — Stretch,  and  vice  versa. 

3.  Right  arm  upward,   left  sideways — Stretch,   1-2.     Combina- 

tions same  as  in  2.     Also  Arms — Change. 

4.  Series  similar  to  above  using  "thrust"  instead  of  "stretch." 
Division  II. 

1.  Right  or  left  foot  sideways,  forward,  or  sideways  forward — 

Lunge.     Also  with  feet — change  when  possible. 

2.  Same,  then  heel — Raise. 

3.  Same  fallowed  by  arms  upward  or  sideways — Stretch. 

4.  Hands  on  desks — Place;     Feet     backward — Place;     Arms — 

Bend  and  stretch. 

5.  Same,  hands  on  seats. 

6.  Grasp  back  of  seats.     Feet  forward — place  and  hang:    Arms 

bend  and  stretch. 
Division  in. 

1.  Arms  upward — Stretch:     Trunk  forward,  sideways  or  back- 

ward— Bend  or  twist. 

2.  Trunk  forward,  sideways  or  backward- — Bend,  and  Arms  up- 

ward— Stretch. 

3.  Arms  upward — Stretch;  Trunk — Twist;  then  trunk  forward, 

sideways  or  backward — Bend. 

4.  Trunk — Twist;  Trunk     forward,    sideways     or     backward — 

Bend;  Arms  upward — Stretch. 


SUPERIOR  PUBLIC  SCHOOLS  49 

The  above  to  be  varied  by  using  the  foot  positions  enumerated 
in  Series  1,  Division  II. 

NECK   EXERCISES. 

1.  Head  forward,  sideways  or  backward — Bend. 

2.  Head  to  right  or  left — Twist. 

3.  Head  forward — Bend  ;to  right  or  left — Circle. 

4.  Trunk    forward — Bend;     Head    forward — Bend;     Upward — 

Raise. 

BREATHING. 

I.  Inhale  with 

1.  Arms  sideways — Raise;  same  palms  upward. 

2.  Arms  sideways,  upward — Raise. 

3.  Arms  backward — Raise. 

4.  Arms  to  thrust — Raise. 

5.  Hands  on  chests — Place. 

II.  Position  of  attention,  inhale,  then  arms  sideways,   upward — 

Raise,  and  heels — Raise  (stretching). 


PHYSIOLOGY. 


FIRST  GRADE. 

External  parts  of  the  body:     Uses  and  care  thereof. 
SECOND   GRADE. 

Foods:     Grains,  fruits,  meats;  need  of. 

Poisons  and  their  effects. 

Teeth:     Care   of. 

Bones:     Correct  positions. 

Water  and  other  drinks:     Effects  thereof. 

THIRD  GRADE. 

Muscules   and   exercise. 

Blood  and  heat. 

Air:     Need  of.     Lungs. 

Protection  of  the  body. 

Effect  of  stimulants  and  narcotics. 

FOURTH  GRADE. 

Krohn's  First  Book  in  Hygiene. 

SEVENTH  GRADE. 

Krohn's  Graded  Lessons  in  Hygiene. 

SUGGESTIONS. 

One  lesson  a  week  in  Physiology  and  Hygiene  in  First,  Second, 
Third  and  Fourth  Grades  is  the  minimum  requirement. 

Two  lessons  a  week  in  Seventh  Grade. 

In  the  other  grades  have  occasional  talks  on  the  cleanliness  and 
care  of  the  body  and  effects  of  stimulants  and  narcotics. 

In  considering  the  effects  of  stimulants  and  narcotics  be  earnest 
and  consistent.  Much  good  or  much  harm  may  be  done,  depending  up- 
on the  presentation. 

Principals  should  give,  or  have  given  by  a  suitable  person,  occas- 
ional private  talks  to  the  boys  and  to  the  girls  of  the  upper  grades  on 
care  of  the  body  and  purity. 


MANUAL  TRAINING. 

The  Manual  Training  work  consists  of  various  forms  of  motor  and 
expressive  activity.  The  plan  of  the  course  is  not  to  obtain  a  direct 
training  of  the  hand,  but  a  development  of  the  mind  through  the  med. 
lum  of  the  hand  and  eye. 

FIRST  GRADE. 

Double  paper  weaving  with  1"  and  J"  strips.  A  type  of  work  used 
to  develop  accuracy  and  carefulness.  The  1"  and  J"  strips  used  to 
obtain  simple  practical  applications  of  number  relations. 

September — Flat  weaving — Book  marks,  mats,  etc. 

October — Weaving  and  folding — Trays,  frames. 

November — Hollow  forms — Baskets,  boxes. 

December — Diagonal  weaving,  Christmas  gifts. 
Simple  form  of  hand  loom  weaving.     A  means  of  obtaining  a  con- 
nection between  work  in  the  school  and  one  of  the  industries  of  the 
people. 

January — Rag    carpet    type. 

February — Dish  cloths  and  towels. 

March — Silkoline  rugs. 

April — Raffia  mats. 

May — Simple  wool  rugs. 

June — The  hammock;  and  articles  formed  from  the  rugs  and 
mats. 

SECOND   GRADE. 

Objects  made  whose  measurements  are  based  on  small  squares  ob- 
tained by  folding  paper  into  halves  and  quarters. 

September — Flat  models — Book  covers,  envelopes. 

October — Folded  forms — Boxes  ,toy  chairs. 

November — Folded  and  pasted  forms. 

December — Diagonal  folding  and  Christmas  gifts. 
Rug  weaving,  using  various  materials.      The  loom  is  improved  to 
put  the  child  in  touch  with  colonial  times  and  occupations  and  to  de- 
velop simple  originality. 

January — Simple  wool  rugs. 

February — Raffia  plaids,  mats. 

March — Designs  based  on  the  square. 

April — Designs  based  on  the  diagonal. 

May — Indian  rugs. 

June — Irregular  articles  woven  on  cardboard  looms. 

THIRD  GRADE. 

Work  in  paper  requiring  measuring  with  ruler  into  inches  and 
half-inches.  Designs  based  on  squares. 

September — Flat  models — Name  plate,  book  mark. 
October — Cut  and  folded  models — Envelopes,  book  covers. 
November — Cut,  folded  and  pasted  models — Boxes. 
December — Models   based   on   geometrical   solids.      Christmas 

gifts. 
Simple  Baskets — Common  types  of  modern  baskets. 


SUPERIOR  PUBLIC  SCHOOLS  51 

January — Grass  mats. 

February — Grass  baskets. 

March — Splint  baskets,  square  weave. 

April — Splint  baskets,  round  weave. 

May — Splint  baskets,  diagonal  weave. 

June — Braided  raffia  and  grass  articles. 

FOURTH  GRADE. 

Cardboard  work  demanding  measurements  to  one-fourth  of  an 
inch.  Simple  design  adapted  to  structure. 

September — Flat   models — Twine  winders,   trays. 
October — Cut  and  folded  models — Brackets  and  trays. 
November — Bound  models — Boxes. 
December — Covered   models — Portfolios. 

Indian  Baskets — A  point  of  contact  with  the  life  of  the  Indian. 
January — Simple  coiled   mats. 
February — The  Lazy-squaw  stitch.    -    - 
March — Tule  River  Indian  stitch. 
April — Indian  and  original  designs. 
May — The  Navaho  weave. 
June — Baskets  in  Mariposa  and  Toas  weave. 

FIFTH  GRADE. 

The  reed  and  willow  baskets.  Baskets  of  present  day  com- 
merce. 

September — Reed  mats. 

October — All  reed  baskets. 

November  and  December — Reed  and  raffia  baskets. 

January — Willow  baskets. 

February — Willow  and  rush  baskets. 

March — Willow  splints  and  raffia. 

April — Indian  baskets — The  "Vi"  weave  of  the  Poino's. 

May — Porno  Bam-tush  weave. 

June — Samoan  and  Klikitat  weaves. 

SIXTH  GRADE. 

Bent  Iron  Work — Work  in  thin  iron  demanding  greater  muscular 
co-ordination.  Simple  design  based  on  structure. 

September — Square  bends.      Photograph  holders.      Mats. 

October — Bends  and  twists — Pen  trays,  plate  rack. 

November — Models  using  binders — Glass  holders,  envelopes 
and  card  racks. 

December — Models  using  binders — Pen  tray,  plate  rack,  pen- 
cil holder. 

January — Original  models  based  on  curves. 

February — Geometrical  forms  in  thin  metals.  The  use  of 
rivets. 

March — Geometrical  forms  based   on  circle. 

April — Simple  molding  in  sheet  metal. 

May — Molded  and  riveted  models. 

June — Simple  designs  based  on  building  construction.  The 
practical  application  of  ideas  of  strains. 


52  COURSE  OF  STUDY 

SEVENTH  GRADE. 
Shop  Work. — Boys. 

7  B.— Bench  work  in  wood.  Models  of  useful  articles  made  from  one 
piece  of  wood.  The  use  of  the  carpenter's  tools  needed  for  work 
with  square  corners.  Simple  geometrical  carving.  Mechanical 
drawing  based  on  the  models  made. 

Models — Ruler,  plant  stake,  necktie  holder,  tool  rack,  marble 
game,   key  rack. 

7  A. — Bench  work  requiring  cutting  in  the  round.  Mechanical  draw- 
ing based  on  wood  construction.  Wood  engraving. 

Models — Coat  hanger,  closet  rack,  bread  board,  sleeve  board, 
tea-pot  stand. 

S  ewing. — Girls . 

7  B. — 1.     Clothing  and  Its  Uses. 

2.  Color. 

3.  Preliminary  remarks. 

1.  Position  while  sewing. 

2.  To  thread  a  needle. 

3.  Length  of  thread. 

4.  To  make  a  knot. 

5.  How  to  use  a  thimble. 

6.  Cloth. 

(a)   Different  kinds;    (b)   explain  the  manufacture 
of  cloth. 

4.  Sewing. 

1.  Basting,  running,  backstitching,  half  backstitching  and 

overcasting. 

2.  Overseaming  and  matching  stripes. 

3.  Heming,  overseaming,  overcasting  and  sewing  on  lace 

— pillow  slip. 

4.  Child's  two  breadth  gingham  apron. 

5.  Sewing  bag. 

5.  Topics  for  discussion: 

1.  Thimbles. 

2.  Cotton. 

7  A. — 1.     Review  work  of  previous  grades. 

Special  attention  given  to  neatness  and  accuracy. 

2.  Sewing. 

1.  Darning  and  French  Hemming. 

2.  Patching  on  flannel — Catch  stitching,  feather  stitching 

and  blanket  stitch. 

3.  Darning  on  stockinette. 

4.  Mitred  corners. 

5.  Doll's  flannel  underskirt. 

3.  Topics  for  discussion. 

1.  Needles  and  pins. 

2.  Linen. 

EIGHTH  GRADE. 
Shop  Work. — Boys. 

8  B. — Bench  work  with  models  composed  of  several  pieces  of  wood. 

Mechanical  drawing  based  on  building  construction  in  wood. 

Models — Book.holder,  bench     hook,     shelves,     towel    roller, 
necktie  rack. 


SUPERIOR  PUBLIC  SCHOOLS  55 

8  A. — Models  requiring  simple  joints.  Projects  in  wood  construction. 
Mechanical  drawing  of  models  showing  practical  application  of 
strength  and  strain  in  wood  construction. 

Sewing. — Girls. 

8  B. — 1.     Review  work  of  previous  grades. 

2.  Sewing: 

1.  Button    holes,    blind    loops,    eyelets,    and    sewing    on 

buttons. 

a  Special  attention  to  be  paid  to  button  holes,  as  to 
cutting,  basting,  overcasting  cut  edges,  button 
hole  stitch  and  mending  the  thread. 

2.  Overhanded  patch  on  wool: 

a  Definition  of  a  patch. 

b  Importance  of,  from  an    economical     and    moral 

side, 
c  Special  attention    to    matching    the    warp    and 

woof  threads. 

3.  Doll's  nightdresses: 

a  Practice  in  making  filled  seams,  hems,  plackets 

and  sewing  on  lace. 

b  Definition  of  a  filled  seam — hem  and  placket, 
c  Explain  a  line  of  the  filling  stitch. 

4.  Hemstitching  and  overseaming  a  whipped  ruffle. 

3.  Topics  for  discussion: 

1.  Scissors  and  shears. 

2.  Wool. 

8  A. — 1.     Review  work  of  previous  grades. 

2.  Sewing: 

1.  Darning  on  cashmere. 

a  Corner,  straight  and  diagonal  tears. 

2.  Doll's  five  gored  skirts. 

3.  Doll's  flannel  jackets. 

4.  Infants'  bonnets. 

a  Practice  in  tucking,  rolling  hems  and  sewing  on 
lace. 

3.  Topics  for  discussion: 

Buttons. 

Silk — its  growth  and  manufacture. 


WRITING. 

FIRST  AND  SECOND  GRADES. 

Visualize  and  reproduce  word-forms  on  board  and  paper. 
Copy  sentences  from  board  and  readers. 
Much  blackboard  work. 

2  A. — Natural  System  of  Vertical  Writing,  Book  I. 

THIRD  GRADE. 

3  B. — Natural  System  of  Vertical  Writing,  Book  1. 

3  A. — Natural  System  of  Vertical  Writing,  Book  2. 

FOURTH  GRADE. 

4  B. — Natural  System  of  Vertical  Writing,  Book  3. 

4  A. — Natural  System  of  Vertical  Writing,  Book  4. 

FIFTH  GRADE. 

5  B. — Natural  System  of  Vertical  Writing,  Book  4. 

5  A. — Natural  System  of  Vertical  Writing,  Book  5. 

SIXTH  GRADE. 

6  B. — Natural  System  of  Vertical  Writing,  Book  5. 

6  A. — Natural  System  of  Vertical  Writing,  Book  6. 

SEVENTH  GRADE. 

7  B. — Natural  System  of  Vertical  Writing,  Book  6. 

7  A. — Natural  System  of  Vertical  Writing,  Book  7. 

EIGHTH  GRADE.      ' 

8  B. — Natural  System  of  Vertical  Writing,  Book  7. 
8  A. — Natural  System  of  Vertical  Writing,  Book  8. 

SUGGESTIONS. 

Have  much  writing  on  the  blackboard  in  the  lower  grades. 
Cultivate  free  easy  movement  and  comfortable,  correct  positions. 

Insist  that  all  written  work  be  the  very  best  that  can  posy'bly  be 
done.  More  can  be  accomplished  by  this  requirement  than  by  an/  other 
means.  Look  for  constant  improvement  day  by  day,  week  by  week, 
month  by  month. 

Give  attention  to  letter  forms  and  movement  drills.  Do  not  worry 
about  slant,  so  long  as  there  is  uniformity  in  a  pupil's  writing. 


HIGH  SCHOOL. 


HIGH  SCHOOLS. 


Superior  is  provided  with  two  well-equipped  high  schools:  the  Nel- 
son Dewey  at  the  East  End  and  the  Elaine  at  the  West  End. 
The  Nelson  Dewey  receives  pupils  from  the  Nelson  Dewey  grades,  the 
Lincoln,  the  Allouez  and  Itasca  districts;  the  Elaine  from  the  entire 
West  End,  including  South  Superior  and  Billings  Park. 

Our  two  high  schools  are  on  the  list  of  Accredited  Schools  of  the 
North  Central  Association  of  Colleges  and  Secondary  Schools.  Our 
graduates  are  therefore  admitted  without  examination  to  the  principal 
colleges  and  universities  of  the  country. 

COURSES  OF  STUDY. 

The  several  optional  courses  are  intended  to  meet  the  individual 
needs  and  purposes,  while  preserving  at  the  same  time  as  a  common 
basis  those  subjects  generally  recognized  as  most  essential  to  a  general 
education  and  the  making  of  good  citizenship. 

The  Commercial  Course  has  recently  been  introduced  and  even  with 
the  prese'nT'equipment,  offers  a  sound  preparation  for  business.  The 
aim  of  the  other  courses,  while  leading  to  various  courses  of  the  uni- 
versity, is  to  prepare  for  life. 

The  requirements  for  graduation  are  stated  in  terms  of  credits.  The 
term  "credit"  means  the  equivalent  of  five  recitations  per  week  of 
prepared  work  for  one  semester  in  one  branch  of  study.  Thirty 
"credits"  are  required  for  graduation,  at  least  seven  of  which  must 
be  taken  from  each  of  the  four  years.  75  per  cent  is  the  passing 
grade. 

In  the  table  of  the  courses,  the  first  column  contains  the  subjects 
required  to  be  taken  by  all  irrespective  of  the  course  he  wishes  to 
persue.  The  columns  headed  English  Course,  Latin  Course,  &c.,  con- 
tain subjects  that  are  requjred  in  addition  to  those  given  in  the  first 
column  and  determine  the  course  the  pupil  is  pursuing.  Each  pupil's 
minimum  requirement  of  work  is  twenty  hours,  or  periods,  in  all 
courses  excepting  the  Manual  Training,  where  the  minimum  is  twenty- 
three,  and  the  maximum  in  all  courses  twenty-five;  therefore,  it  will 
be  necessary  for  each  pupil  to  choose  such  work  from  the  Elective 
column  for  his  respective  year  as  to  make  the  required  number  of 
hours. 


58 


COURSE  OF  STUDY 


ALL  COURSES 
REQUIRED 

ENGLISH  COURSE 
REQUIRED 

LATIN  COURSE 
REQUIRED 

GERMAN  COURSE 
REQUIRED 

• 

English  — 

Ancient  Hist  5 

Latin  „  5 

b 

cS 
<D 
[X 

(a)  Gram.  ..3) 
(b)  Comp...3  VS. 
Literature..2J 
Algebra  5, 

- 

v 

Same  as  the 

VI 

E 

fa 

(a)  Elem. 
Geometry..  ..3 

English  or  the 
Latin  Course 

English  — 

Medieval  and 

Latin  ...  .            5 

German              5 

M 

1 
« 
>< 

-O 
pj 

Comp  2  )  ,. 
Literature  ..3  \ 
Geometry  — 
Plane  and 
Solid  5 

Modern  Hist..  .5 

o 

Q 

V 
W 

(a)  English 

English  — 

Latin  5 

German  5  . 

History  5 

Cnmn             9  ) 

J-, 

OJ 
O 

(b)  American 
History  5 

Literature  ..3  \ 

> 

-a 

!-, 

2 
H 

(a)  Eng.  Lit.  .   5 

Latin  5 

German  5  . 

History....        5 

(Historical) 

u 

OS 

(b)  Civics  5 

(b)  Am.  Lit  5 

>< 

J3 

2 

3 
O 

fa 

(Historical) 

The  figure  after  each  subject  indicates  the  number  of  recitations  per  week, 
(a) ,  used  above,  means  that  this  subject  is  carried  only  the  first  half  of  the 
year,  and  is  displaced  by  (b)  which  is  the  subject  carried  the  last  half  of  the 
year. 


SUPERIOR  PUBLIC  SCHOOLS 


59 


SCIENCE  COURSE 


REQUIRED 


MANUAL    TRAIN- 
ING COURSE 
REQUIRED 


COMMERCIAL 

COURSE 
REQUIRED 


ELECTIVES 


Ancient  Hist 5 

(b)  Physiology..S 


Manual 

Training.. ..3 
Mech.Draw.2 
(b)  Physiology  ..5. 


Ancient 

History 5 

(a)  Penman- 
ship  3 


Ancient  History 5 

Freehand  Drawing..2 

(b)  Physiology S 

Manual  Training 3 

Mechanical 

Drawing 2 

(a)  or  (b)     Penman- 
ship  3 


Physiography... .5 


Manual 

Training 

Mech.  Draw. 


(a)  Commer- 
cial Arith....5 

(b)  Commer- 
cial Geog....S 


Physiography 5 

Medieval  and 

Modern  History..S 

(a)  Commercial 

Arithmetic 5 

(b)  Commercial 

Geography 5 

Freehand  Drawing..2 
Manual  Training 5  • 


Chemistry 5 


Manual 
Training 5 

English — 

Comp 2  ?  r 

Literature..3  J  ° 


Book-keeping  ..5 


(a)  Theory  of 

Arithmetic 5 

(b)  Higher  Algebra..S 

Book-keeping 5 

Chemistry 5 

English — 

Composition 2  )  ^ 

Literature 3 ) 


Biology7 


Manual 
Training. 


(a)  Commer- 
cial Law 5 

(b)  Commer- 
cial Hist 5 


Trigonometry 5 

(a)  Psychology 5 

(b)  Pedagogy 5 

Biology .5 

(a)or(b)  Economics  5 
(b)  Reviews 5 


The  figure  after  each  subject  indicates  the  number  of  recitations  per  week, 
(a),  used  above,  means  that  this  subject  is  carried  only  the  first  half  of  the 
year,  and  is  displaced  by  (b)  which  is  the  subject  carried  the  last  half  of  the 
year. 


60 


COURSE  OF  STUDY 


UNIVERSITY  REQUIREMENTS. 

Twenty-eight  units  are  required  for  admission.  Until  the  academic 
year  1905-06  equivalents  will  be  accepted  for  the  four  units  of  language 
required.  Students  applying  for  admission  in  1905-06  and  thereafter 
who  offer  twenty-eight  units  which  do  not  include  four  units  of  for- 
eign language,  will  be  admitted  on  condition  that  the  language  re- 
quirements be  met  before  graduation.  This  will  ordinarily  require 
extra  work  to  the  extent  of  four  hours  a  week  for  one  year. 

No  language  course  of  less  than  four  units  will  be  accepted.  Not 
more  than  eight  of  the  required  twenty-eight  units  will  be  accepted  in 
any  one  subject. 

The  entrance  requirements  are  presented  under  two  general  heads: 
Studies  required  of  all;  II,  Optional  groups. 

I.    The  following  units  are  required  of  all: 

Mathematics 4   units 

English 4   units 

History 2   units 

Science  .  , 2   units 


1. 


12   units 

II.     In  addition  to  the  requirements  under  I,  sixteen  units  from  one 
of  the  four  following  groups  must  also  be  offered: 


GROUP  A. 

Latin  8  units. 

Any  8  units  from  the  following: 
Greek  4  units. 
German  4  units. 
French  4  units. 
Elective  4  units, 
(from  groups  B.,  C.,  D.) 


GROUP  C. 

German  or  French  8  units. 
Any  8  units  from  the  following: 
English  2  or  4  units. 
History  2,  4,  or  6  units. 
Civics,  Economics  2  units. 
Mathematics  2  units. 
Science,  2,  4,  or  6  units. 
Foreign  Language,  4  units. 


GROUP  B. 

Latin  8  units. 

Any  8  units  from  the  following: 
English  2  or  4  units. 
History  2,  4  or  6  units. 
Civics,  Economics  2  units. 
Mathematics,  2  units. 
Science,  2,  4  or  6  units. 
Foreign  Languages,  4  units. 

GROUP  D. 

German  or  French  4  units. 

Any  12  units  from  the  following: 
English,  2  or  4  units. 
History,  2,  4,  or  6  units. 
Civics,  Economics,  2  units. 
Mathematics,  2  units. 
Science,  2,  4  or  6  units. 
Latin,  4  or  6  units. 
French  or  German,  2,  4,  or  6  units. 


"Unit"  is  equivalent  to  one  "credit." 


ENGLISH. 


Grammar. — Required  the  first  semester  of  the  first  year    in  all 
courses  . 

Grammar  in  the  high  school  ought  to  serve  as  a  means  of  inter- 
pretation and  self-criticism;  that  it  may  have  this  function  during  all 
the  years  of  high  school  work,  it  will  doubtless  be  necessary  to  require 
a  thorough  review  of  the  essential  grammatical  definitions,  principles 
and  rules.  This  review,  however,  is  a  mere  preparation  for  the  subject 
as  a  high  school  study,  is  largely  memory  work,  and  should  be  done 
without  waste  of  time.  With  these  essentials  mastered,  it  will  be 
necessary  during  the  first  year  to  give  much  practice  in  applying  them 
to  plain,  simple  English.  The  work  is  directed  to  this  end,  namely,  that 
the  pupil  should  be  able  to  define  the  various  terms  employed  in  ele- 
mentary grammar,  to  give  the  rules  of  syntax,  rules  for  spelling,  rules 
for  the  use  of  punctuation  marks;  in  short,  it  is  the  simple  application 
of  the  rules  and  principles  and  definitions  of  the  grammar  grade. 
There  should  be  much  study  of  the  sentence,  occasional  work  in  pars- 
ing, sentential  analysis,  and  a  bringing  together  of  those  conclusions 
that  tend  to  aid  in  self-criticism  and  right  interpretation  of  language. 
The  text-book  used  is  Longman's  School  Grammar,  but  it  will  be  necessary 
for  the  teacher  to  rely  mostly  upon  her  own  resources  and  provide  the  mater- 
ial for  class-room  herself. 

Composition  and  Rhetoric. — Required  work  for  two  years,  be- 
ginning with  the  first  semester  of  the  first  year. 

The  practice  and  study  of  composition  should  give  pupils  ability  to 
express  their  own  thought  with  clearness  and  accuracy.  The  work  of 
the  first  year  should  have  for  its  purpose  largely,  to  give  pupils  some 
confidence,  to  make  them  free  and  flexible,  to  arouse  an  interest  in  the 
art  of  composition,  and  to  give  a  knowledge  of  a  few  of  the  simplest 
and  most  common  rhetorical  principles. 

The  work  in  composition  during  the  first  year  should  be  confined 
to  the  essentials  of  English.  By  this  is  meant  not  a  separate  branch, 
but  a  concentration  of  effort  upon  the  essentials.  Whatever  in  grammar 
is  necessary  for  such  work  in  composition  as  will  give  accuracy  and 
facility  in  expression,  either  written  or  oral,  should  be  taught  if  it  is 
not  already  known.  This  knowledge  should  be  utilized  and  applied 
through  drill  in  the  composition  work,  until  its  value  is  shown  in  im- 
proved written  and  oral  forms  of  expression  fixed  as  habit. 

The  work  should  deal  in  a  large  measure  with  the  sentence  and 
sentence  relation.  The  text-book  used  is  Maxwell  &  Smith's  Writing 
in  English,  or  Scott  &  Denney's  Elementary  Composition.  The  work 
outlined  in  either  book  is  well  adapted  to  the  needs  of  first  year 
pupils.  Regular  and  persistent  training  in  both  written  and  oral  com- 
position should  be  given  throughout  the  entire  course.  The  composi- 
tion work  in  all  classes  should  form  two-fifths  of  the  entire  work  in 
English  and  should  come  at  regular  intervals,  thus  avoiding  the  crowd- 
ing of  this  work  into  an  unequal  distribution  of  time.  It  is  desirable 
that  portions  of  the  work  of  pupils  should  be  kept  on  file. 

In  the  second  year  a  large  part  of  the  time  is  spent  upon  a  more 
minute  study  of  the  paragraph.  A  more  formal  study  of  rhetoric  is  also 


62  COURSE  OF  STUDY 

begun.      The   text   book   used   is   Scott    &   Denney's    Composition   and 
Rhetoric. 

In  the  third  year  the  work  of  the  first  two  years  should  be  elabor- 
ated, continued  drill  being  given  in  the  writings  of  English  as  embodied 
in  the  essay,  oration,  and  debates.  Oral  exercises  in  connection  with 
debates,  both  prepared  and  impromptu,  should  be  given. 

Literature:  The  study  of  literature  is  not  the  study  of  the 
history  of  literature  with  the  occasional  poem  or  fragment  of  prose 
thrown  in.  To  stuff  the  mind  of  the  biographies  of  authors,  and  to 
memorize  the  list  of  books  they  have  written  is  not  to  study  literature. 
Instead  of  reading  about  authors  and  studying  a  text-book  on  literature, 
the  student  must  come  into  direct  contact  with  the  literature  and  read 
for  himself.  The  practice  in  teaching  literature  has  been  to  take  a  few 
pieces  of  lierature  and  to  spend  much  time  in  analyzing  each  one.  The 
meaning  of  every  word  is  studied  and  its  derivation  traced,  figures  are 
pointed  out  and  named,  historical  facts  verified,  accuracy  of  scientific 
facts  tested,  every  allusion  traced  until  in  this  process  of  vivisection  the 
real  life  has  been  lost.  Great  pieces  of  literature  have  lived  not  because 
they  furnish  fine  fields  for  mental  gymnastics,  but  because  they  reveal 
the  deepest,  the  truest,  the  most  beautiful,  the  best  in  life.  Literature 
is  an  expression  of  the  soul  of  humanity,  of  the  whole  range  of  human 
experiences,  and  the  study  of  literature  should  consist  in  the  interpreta- 
tion of  the  experiences,  the  thoughts,  the  feelings,  and  the  aspirations 
of  the  race.  Dr.  J.  W.  Stearns  says: — "Interpretation  should  consist 
in  such  things  as  the  artistic  presentation  of  character  types,  th« 
setting  forth  of  the  play  of  circumstances  in  moulding  character,  the 
unfolding  of  the  consequences  of  actions  and  the  might  of  destiny,  the 
manifestations  of  the  spiritual  meaning  of  material  things  revealing  the 
charm  of  beauty  in  things  common,  touching  into  life  the  springs  of 
noble  emotions  in  us,  filling  us  with  a  sense  of  the  deeper  meanings  of 
life,  and  enlarging  our  sympathies." 

It  is  not  sufficient  that  the  pupil  be  taught  to  get  the  thought  from 
the  printed  page  and  to  express  this  thought  in  logical  language  to 
others,  but  his  language  must  be  pleasing  and  effective.  This  is  the 
purely  mechanical  phase  of  reading. 

The  idea  here  is  not  how  much  ground  is  covered  in  a  recitation, 
but  how  well  the  little  undertaken  is  accomplished.  Two  or  three  lines 
a  day  thoroughly  mastered  in  the  art  of  right  expression,  is  far  better 
than  a  superficial  lesson  of  several  paragraphs  or  pages.  Good  models 
are  of  inestimable  value  to  the  pupils,  hence  it  would  be  well  for  the 
teacher  to  select  different  types  of  literature  which  represent  the  var- 
ious phases  of  expression  and  read  them  to  the  pupils  as  he  believes 
they  should  be  read.  This  suggestion  calls  into  play  the  teacher's  own 
art  of  reading  and  consequently  means  that  he  should  be  thoroughly 
prepared  to  practice  that  which  he  preaches. 

In  the  teaching  of  vocal  expression  the  pupils  should  be  drilled  in 
examples  which  illustrate:  (1)  force,  (2)  inflection,  (3)  time,  (4) 
quantity,  (5)  pauses,  (6)  volume,  (7)  stress,  (8)  quality,  (9)  pitch, 
(10)  melody.  It  is  not  necessary  for  the  pupils  to  know  the  technical 
definitions  of  these  terms. 

Daily  drill  exercises,  occupying  the  first  few  minutes  of  each  reci- 
tation, in  pronunciation  as  indicated  by  the  use  of  diacritical  marks;  in 
distinct  articulation;  in  emphasis;  and  in  spelling  by  sound  will  be  found 
very  helpful. 

Ease  on  the  part  of  the  reader  and  pleasure  on  the  part  of  the 
hearer  are  ends  which  should  always  be  kept  in  \iew. 


SUPERIOR  PUBLIC  SCHOOLS 


63 


History  of  Literature:  A  short  course  in  history  of  literature, — 
taking  the  history  in  great  epochs, — these  epochs  based  upon  the  kind 
of  literature  produced, — may  be  of  value  in  the  study  of  literature. 
The  history  should  serve  as  a  frame-work  to  keep  the  reading  organ- 
ized and  to  help  the  student  to  get  some  idea  of  the  entirety  of  litera- 
ture. In  the  study  of  the  history  of  literature  some  of  the  most  typical 
pieces  of  literature  might  be  read  in  a  cursory  way. 


First  Year — First    Semester: 

Second  Semester: 
Second  Year — First  Semester: 

Second  Semester: 


Third  Year — First  Semester: 


Second  Semester: 
Fourth  Year — First  Semester: 


Second  Semester: 


Readings  from  McNeil  and  Lynch's 
Introduction  to  Literature. 

Eliot's  Silas  Warner. 

Shakespeare's  Julius  Caesar. 

Goldsmith's  Vicar  of  Wakefield. 

Addison's  Sir  Roger  de  Coverley 
Papers. 

Tennyson's  Princess. 

Milton's  L'Allegro,  II  Penseroso, 
Lycides,  Comus,  and  Sonnets. 

Carlyle's  Essay  on  Burns. 

Shakespeare's  Macbeth. 

Burke's  Speech  on  Conciliation  with 
America. 

Halleck's  History  of  English  Lit- 
erature. 

Macaulay's  Essays  on  Milton  and 
Addison. 

History  of  American  Literature. 


GERMAN. 


It  should  be  continually  borne  in  mind  by  the  teacher  that  German 
should  be  taught  in  the  interest  of  good  teaching  and  not  in  the  interest 
of  the  most  expeditious  preparation  for  college.  Symmetrical  training 
in  the  secondary  school  must  keep  in  view  more  things  than  are  likely 
to  be  "required"  of  the  candidate  at  his  examination  for  admission  to 
college.  The  colloquial  side  of  this  subject  has  been  much  neglected 
in  high  schools  and  the  aim  of  teachers  should  be  not  only  to  secure 
a  ready  reading  of  the  German  texts  but  also  to  give  the  pupils  ability 
to  converse  in  the  German  language  upon  ordinary  topics  by  the  time 
they  have  completed  the  work  of  the  second  year. 

The  following  courses  of  study  and  suggestions  are  condensed  from 
the  report  of  the  Committee  of  Twelve  of  the  Modern  Language  Asso- 
ciation of  America,  which  may  be  found  in  the  proceedings  of  the 
National  Educational  Association  for  1899,  page  732. 

First  Year. — 

a.  THE  AIM  OF  THE  INSTRUCTION: — At  the   end   of  the  elementary 

course  in  German  the  pupil  should  be  able  to  read  at  sight, 
and  to  translate,  if  called  upon,  by  way  of  proving  his  ability 
to  read,  a  passage  of  very  easy  dialogue  or  narrative  prose, 
help  being  given  upon  unusual  words  and  constructions;  to 
put  into  German  short  English  sentences  taken  from  the  lan- 
guage of  every  day  life  or  based  upon  the  text  given  for 
translation,  and  to  answer  questions  upon  the  rudiments  of 
the  grammar,  as  defined  below. 

b.  THE  WORK  TO  BE  DONE:—  During  the  first  year  the  work  should 

comprise:  (1)  careful  drill  upon  pronunciation;  (2)  the 
memorizing  and  frequent  repetition  of  easy  colloquial  sen- 
tences; (3)  drill  upon  the  rudiments  of  grammar,  that  is, 
upon  the  inflection  of  the  articles,  of  such  nouns  as  belong  to 
the  language  of  everyday  life,  of  adjectives,  pronouns,  weak 
verbs,  and  the  more  usual  strong  verbs;  also  upon  the  use 
of  the  more  common  propositions,  the  simpler  uses  of  the 
modal  auxiliaries  and  the  elementary  rules  of  syntax  and 
word  order;  (4)  abundant  easy  exercises  designed  not  only 
to  fix  in  mind  the  forms  and  principles  of  grammar,  but  also 
to  cultivate  readiness  in  the  reproduction  of  natural  forms 
of  expression;  (5)  the  reading  of  from  75  to  100  pages  of 
graduated  texts  from  a  reader,  with  constant  practice  in 
translating  into  German  easy  variations  upon  sentences 
selected  from  the  reading  lesson  (the  teacher  giving  the 
English),  and  in  the  reproduction  from  memory  of  sentences 
previously  read. 

The  grammar  used  is  Joynes-Meissner's.     The  class  is  expected 
to  complete  Parts  I  and  II. 

Second  Year. — 

a.    THE  AIM  OF  THK  INSTRUCTION:— At  the  end  of  the  advanced  course 
the  pupil  should  be  able  to  read  at  sight  German  prose  of 


SUPERIOR  PUBLIC  SCHOOLS  65 

ordinary  difficulty,  whether  recent  or  classical;  to  put  into 
German  a  connected  passage  of  simple  English,  paraphrased 
from  a  given  text  in  German;  to  answer  any  grammatical 
questions  relating  to  usual  forms  and  essential  principles  of 
the  language,  including  syntax  and  word-formation,  and  to 
translate  and  explain  (so  far  as  explanation  may  be  neces- 
sary) a  passage  of  classical  literature  taken  from  some  text 
previously  studied. 

b.  THE  WORK  TO  BB  DONE:  —During  the  second  year  the  work  should 
comprise:  (1)  The  reading  of  from  150  to  200  pages  of 
literature  in  the  form  of  easy  stories  and  plays;  (2)  accom- 
panying practice,  as  before,  in  the  translation  into  German 
of  easy  variations  upon  the  matter  read,  and  also  in  the  off- 
hand reproduction,  sometimes  orally  and  sometimes  in  writ- 
ing, of  the  substance  of  short  and  easy,  selected  passages; 
( 3 )  continued  drill  upon  the  rudiments  of  the  grammar,  di- 
rected to  the  ends  of  enabling  the  pupil,  first,  to  use  his 
knowledge  with  facility  in  the  formation  of  sentences,  and, 
second,  to  state  his  knowledge  correctly  in  the  technical 
language  of  grammar. 

The  text-books  used  are  Joynes-Meissner's  Grammar,  Part 
III,  and  Bernhardt's  German  Composition.  The  work  in 
composition  should  be  regular. 

Stories  suitable  for  the  elementary  work  can  be  selected 
from  the  following: 

Andersen's  Marchen  and  Bilderbuch  ohne  Bilder;  Arnold's 
Fritz  auf  Ferien;  Baumbach's  Die  Nonna  and  Der 
Schwiegersohn;  Gerstacker's  Germelshausen;  Hteyse's 
L'Arrabbiata,  Das  Madchen  von  Treppi;  Hillern's 
Hoberalsdie  Kirche;  Leander's  Traumereien  and  Kleine 
Geschichten;  Seidel's  Marchen;  Storm's  Immensee; 
Zschokke's  Der  zerbrochene  Krug. 
The  best  shorter  plays  are: 

Benedix's  Der  Prozess,  Der  Weiberfeind,  and  Gunstige 
Vorzeichen;  Ely's  Erist  nicht  eifer  suchtig;  Wichert's 
An  der  Majorsecke;  Wilhelm's  Einer  muss  Heiraten; 
Schiller's  Der  Neffe  als  Onkel. 

A  good  selection  of  reading  matter  for  the  second  year  would 
be  Andersen's  Marchen,  or  Bilderbuch,  or  Leander's  Trau- 
mereien, to  the  extent  of  about  forty  pages.  Afterward, 
such  a  story  as  Das  kalte  Herz,  or  Der  zerbrochene  Krug; 
then  Hoher  als  die  Kirche,  or  Immensee;  next  a  good  story 
by  Heyse,  Baumbach,  or  Seidel;  lastly  Der  Neffe  als  Onkel. 
Throughout  the  entire  course  the  memorizing  of  poetry  can 
be  used  to  good  advantage  and  should  receive  regular  at- 
tention. 

Third  Year. — 

The  work  should  comprise  the  reading  of  about  400  pages  of 
moderately  difficult  prose  and  poetry,  with  constant  practice 
in  giving,  sometimes  orally  and  sometimes  in  writing,  para- 
phrases, abstracts,  or  reproductions  from  memory  of  selected 
portions  of  the  matter  read;  also  grammatical  drill  upon  the 
less  usual  strong  verbs,  the  use  of  articles,  cases,  auxiliaries 
of  all  kinds,  tenses  and  modes  (with  especial  reference  to  the 
infinitive  and  subjunctive),  and  likewise  upo  nword  order 
and  word  formation. 


f6  COURSE  OF  STUDY 

Suitable  reading  matter  for  the  third  year  can  be  selected  from 
such  works  as  the  following: 

Freytag's  Die  Journalisten  and  Bilder  aus  der  deutschen 
Vergangenheit,  for  example  Karl  der  Grosse,  Aus  den 
Kreuzzugen,  Doktor  Luther,  Aus  dem  Staat  Friedrichs 
des  Grossen;  Fouque's  Undine;  Gerstacker's  Irrfahrten; 
Goethe's  Hermann  und  Dorothea  and  Iphigenie;  Heine's 
poems  and  Reisebilder;  Hoffmann's  Historische  Erzah- 
lungen;  Lessing's  Minna  von  Barnhelm;  Meyer's  Gustav 
Adolf s  Page;  Moser's  Der  Bibliothekar;  Riehl's  Novel- 
len,  for  example,  Burg  Neideck,  Der  Fluch  der  Schon- 
heit,  Der  stumme  Ratsherr,  Das  Spielmannskind; 
Rosegger's  Waldheimat;  Schiller's  Der  Geisterseher, 
Wilhelm  Tell,  Die  Jungfrau  von  Orleans,  Das  Lied  von 
der  Glocke,  Balladen;  Scheffel's  Der  Trompeter  von  Sak- 
kingen;  Uhland's  poems;  Wildenbruch's  Das  edle  Blut. 

A  good  selection  would  be:  (1)  one  of  Riehl's  novelettes; 
(2)  one  of  Freytag's  "pictures";  (3)  part  of  Undine  or 
Der  Geisterseher;  (4)  a  short  course  of  reading  in  lyrics 
and  ballads;  (5)  a  classical  play  by  Schiller,  Lessing, 
or  Goethe. 


LATIN. 


First  Year — The  work  of  this  year  deals  with  the  inflections  and  the 
more  simple  and  most  common  principles  of  syntax,  as  covered 
by  the  usual  beginner's  book.  An  understanding  of  word-re- 
lationship as  revealed  by  case-forms  and  mood-forms  is  developed 
from  the  first  day,  no  steps  being  taken  in  sentence  building 
without  the  process  of  "construction"  being  understood.  This 
idea  of  wood-relation  indicates  the  particular  object  of  this  year's 
work. 

The  last  six  weeks  of  the  spring  term  are  spent  with  Viri 
Romae  or  the  second  book  of  Caesar's  Gallic  War.  Latin  order 
and  emphasis  by  position  are  constantly  noted. 

Second  Year — The  purpose  of  the  second  year's  work  is  the  develop- 
ment of  clause  relation  as  revealed  by  mood.  A  careful  study 
of  the  relation  of  subjunctive  to  indicative  clauses  and  the  dif- 
ference between  the  various  subjunctive  clauses  is  made  through- 
out the  year. 

The  order  is  especially  emphasized.  Idiomatic  English  only  is 
allowed. 

Text  and  Assigned  Work. 

Prom  four  to  six  books  are  read  of  Caesar's  Gallic  War,  selec- 
tions being  included  from  the  Vlth  and  Vllth  Books,  with  refer- 
ences to  histroy  and  customs  suggested  by  the  context. 

Papers  are  to  be  prepared  on  such  topics  as,  The  Roman  Army; 
the  Senate;  the  Public  Career  of  a  Roman  Politician,  etc. 

The  last  term  is  spent  in  reading  the  Cicero's  First  Oration 
against  Catiline. 

Composition: 

Lessons  in  composition  are  given  once  a  week — following  Pear- 
son's Composition. 

Third  Year — By  the  beginning  of  the  third  year  the  student  is  supposed 
to  have  gained  considerable  power  to  read  continuous  discourse, 
in  its  own  order,  and  from  this  time  rapid  reading  is  encouraged. 
To  accomplish  this  result,  text  is  read  at  sight  each  day,  and  an 
extended  passage  of  review,  frequently. 

For  the  first  time  very  especial  attention  is  given  to  nice  dis- 
tinctions in  words,  suggested  by  Cicero's  extensive  use  of 
synonyms  and  his  fine  differences  in  syntax,  especially  in  the  use 
of  moods. 

First  Semester. 
Text: 

Cicero's  Orations  against  Catiline  are  finished  and  Sallust's 
Catiline. 


68  COURSE  OF  STUDY 

Composition : 

Composition  is  continued  in  connection  with  the  text-lessons  pre- 
pared at  least  once  a  week. 

Second  Semester. 

Text:  The  first  three  books  of  Vergil's  Aeneid  are  read,  with 
the  fourth  at  sight.  Mythology,  History  and  Art,  relating  to  the 
text,  furnish  subjects  for  special  study.  Figures,  both  rhetorical 
and  syntaclical,  are  noted. 

Fourth  Year — The  aim  and  scope  of  the  last  year's  work  is  a  continua- 
tion of  that  of  the  third  year,  with  a  systematic  review  of  gram- 
mar added. 

First  Semester. 

Text:  Selections  from  the  fifth  book  of  Vergil,  all  of  Book  VT, 
and  parts  of  Books  VIII  and  XII.  Note-book  work  is  continued. 

Second  Semester. 

Text  and  Assigned  Work:  Cicero's  orations  for  Archias  and  for 
Pompey's  military  command. 

Composition:  Composition  based  on  text  is  prepared  once  a 
week. 


MATHEMATICS. 


(a)  Elementary  Algebra. 

Text  Book — Well's  Essentials  of  Algebra.  The  year's  work  is 
practically  the  same  as  that  outlined  in  the  Manual  of  the 
Free  High  Schools  of  Wisconsin,  1903. 

During  the  first  semester,  the  fundamental  operations  are 
mastered.  Special  attention  then  given  to  factoring  pre- 
pares the  way  for  the  study  of  highest  common  factor  and 
least  common  multiple,  which  should  be  treated  together, 
rather  than  separately.  From  four  to  five  weeks  devoted 
to  fractions,  at  the  end  of  the  semester  will  give  the  pupil 
a  review  of  the  work  previously  studied.  The  equation, 
introduced  as  early  as  possible  in  the  course,  gives  the 
pupil  the  ability  to  solve  the  problems  in  the  ordinary 
text-books. 

During  the  second  semester,  simultaneous  equations  with  two 
unknown  quantities,  and  a  few  with  three  unknown  quan- 
ties,  are  taken  up.  A  study  of  exponents  and  radicals 
leads  the  pupil  into  quadratic,  and  simultaneous  quadratic 
equations.  Throughout  the  course,  a  sufficient  number  of 
problems  is  given  to  render  the  pupil  familiar  with  the 
practical  applications  of  algebra.  Frequent  mental  drill 
in  all  parts  of  the  work  is  an  important  factor  in  the 
disciplinary  value  of  the  subject. 

(b)  Higher  Algebra — Wells'  New  Higher  Algebra. 

The  course  consists  of  a  review,  enforcement  and  expansion 
of  elementary  algebra  and  its  principals,  and  of  advanced 
work  in  surds,  imaginary  and  complex  numbers,  progress- 
ions, the  binomial  theorem,  proportion,  undetermined  co- 
efficients, and  logarithms. 

(a)     Elementary  Geometry. 

Text-Book — First  Steps  in  Geometry,  Wentworth  &  Hill. 

The  work  of  this  course  is  experimental,  for  the  most  part 
The  pupil  is  made  familiar  with  the  language  and  scope 
Geometry  and  is  prepared  for  the  work  as  outlined  in 
course  (b).  Definitions  of  the  terms  most  frequently 
used  are  learned,  while  at  the  same  time,  concrete  illustra- 
tions fix  in  the  child's  mind  the  fact  that  Geometry,  instead 
of  being  a  difficult  subject,  based  upon  abstract  and  re- 
mote ideas,  is  in  reality  a  subject  in  which  he  may  dis- 
cover for  himself  many  interesting  and  important  truths. 
The  recitation  room,  in  its  form  and  equipment,  furnishes 
numerous  illustrations  of  lines  and  planes,  horizontal  and 
vertical  lines,  intersecting  lines  and  planes,  etc.  By  means 
of  paper-folding,  such  theorems  as  the  following  are  de- 
veloped in  the  class-room: — 


70  COURSE  OF  STUDY 

The  sum  of  the  angles  of  a  triangle  is  equal  to  two  right 
angles. 

The  perpendicular  bisector  of  the  base  of  an  isosceles 
triangle  divides  the  triangle  into  two  equal  triangles. 

The  perpendicular  bisectors  of  the  three  sides  of  a 
triangle  intersect  at  a  common  point. 

A  pair  of  scissors  in  the  hands  of  the  pupil  enables  him 
to  supplement  the  exercises  in  paper-folding,  with  im- 
portant exercises  in  paper-cutting.  Symmetry  and  sym- 
metrical figures  are  then  easily  understood.  Problems  in 
construction  teach  the  pupil  to  draw  accurate  figures,  and 
the  transition  into  the  field  of  the  formal  demonstration 
is  made  a  simple  and  natural  stage  in  his  development. 

(b)     Geometry — Plane  and  Solid — Second  year. 

The  work  consists  of  the  fundamental  propositions  of  geom- 
etry and  of  selected  exercises.  Models  are  made  and  fig- 
ures constructed,  especially  in  solid  geometry,  from  which 
the  more  difficult  propositions  are  demonstrated. 
Wells'  and  Wentworth's  books  are  used,  supplemented 
by  the  more  desirable  features  of  other  texts. 

In  the  beginning,  definitions  are  introduced  as  the 
pupils  need  them  after  the  teacher  has  made  them  clear 
by  figure  and  explanation.  The  more  easy  propositions, 
as  those  of  superposition,  are  given  first  instead  of  the 
usual  proposition  of  the  text-book,  "All  right  angles  are 
equal,"  or  "All  straight  angles  are  equal."  These  proposi- 
tions are  given  by  the  suggestive  method.  When  the  pupils 
are  able  to  logically  follow  a  demonstration,  the  text-books 
are  put  in  their  hands. 

The  aim  throughout  the  work  is  to  secure  logical,  inde- 
pendent thinking,  neatness,  accuracy,  conciseness  and  pre- 
cision. Not  to  have  the  pupils  learn  proofs  but  to  have 
them  prove,  not  to  have  them  memorize  but  to  think  is 
the  chief  end  sought.  This  is  secured  by  rigorous,  close 
questioning  on  the  part  of  the  teacher;  by  encouraging  and 
asking  for  questions  and  criticisms  from  the  class  on  each 
recitation;  by  encouraging  original  demonstrations  of 
propositions;  by  securing  proofs  without  the  use  of  the 
text;  by  the  use  of  figures  different  from  those  in  the 
book,  etc. 

The  work  should  be  presented  so  as  to  call  forth  the 
best  effort  of  the  pupil  and  yet  he  should  never  be  allowed 
to  become  discouraged  because  of  lack  of  suggestions  from 
the  teacher. 

The  pupil  should  be  led  to  see  that  geometry  is  a  struc- 
ture built  up  step  by  step  and  that  each  succeeding  step 
depends  on  the  preceding  one — that  geometry  is  a  unit — 
a  whole — and  that  its  logic  is  the  logic  of  every  day  think- 
ing. 

Higher  Arithmetic. 

This  work  embraces  the  theoretical  part  of  arithmetic 
and  leads  to  close  analysis  on  the  part  of  the  pupil. 
The  text-book,  Beman  and  Smith,  is  closely  followed. 

Trigonometry — Wells'  Plane  Trigonometry. 

The  pupils  study  the  solution  of  the  triangle  and  its 
application  to  surveying.  Practical  problems  of  inaccessible 
heights  and  distances,  etc.,  are  solved. 


HISTORY. 


The  history  should  be  so  taught  as  to  make  use  of  the  studies  of 
geography,  literature,  economics,  civics  and  similar  subjects.  The  use 
of  pictures  will  be  an  important  aid  in  bringing  the  architecture,  sculp- 
ture and  painting  of  past  ages  before  the  pupil.  Outline  maps  for  con- 
structive work,  material  for  additional  reading  and  for  the  preparation 
of  topical  reports  are  essential;  written  work  should  be  required;  and 
note-books  kept. 

Ancient  History — The  work  in  ancient  history  commences  with  a 
brief  introductory  study  of  the  Eastern  nations,  followed  by  a  more  in- 
tensive treatment  of  Greece  and  Rome  and  the  early  middle  ages  to 
814  A.  D.  In  the  survey  of  Oriental  nations  special  emphasis  is  laid 
on  the  main  characteristic  features  of  their  commercial,  economic  and 
political  progress  and  the  influence  which  these  have  had  on  later 
times. 

Greek  History  should  be  made  as  concrete  as  possible,  the  aim 
being  to  give  the  pupil  a  vivid  conception  of  the  Greek  life  and  culture, 
and  emphasis  may  be  placed  on  their  political,  social  and  economic 
development.  The  growth  of  trade  and  commerce  and  the  many  sided 
civilization  of  the  Greeks  should  be  adequately  treated.  Biography 
and  pictures  are  useful  in  making  the  details  of  Greek  civilization  more 
concrete,  but  it  should  never  be  overlooked  that  they  are  but  means 
to  an  end. 

If  the  constitutional  side  of  Greek  progress  has  been  treated  the 
pupil  will  receive  the  indispensable  foundations  for  all  future  histori- 
cal study.  He  will  notice  the  similarity  between  Greece  and  Rome,  and 
he  will  have  little  difficulty  in  understanding  how  the  great  Roman 
Empire  came  to  be.  The  organization  of  the  world  state,  and  the 
method  of  extension  of  Roman  civilization  should  receive  careful  at- 
tention. Contrasts  should  be  made  between  the  differences  of  physical 
environment  of  Greece  and  Rome,  and  the  consequent  charges  which 
these  have  occasioned  in  their  commercial,  economic  and  political 
growth.  General  statements  should  be  avoided  as  far  as  possible, 
and  everything  should  be  made  vivid  by  the  use  of  concrete  facts  and 
illustrations.  From  these  facts  the  pupil  may  draw  conclusions  for 
himself;  and  thus  receive  training  in  deliberation  and  forming  judicial 
judgments.  A  small  amount  of  investigation  and  research  work  may 
be  done  in  the  collecting  of  concrete  data.  In  connection  with  the  con- 
stitutional development  of  Rome  the  pupil  will  become  acquainted 
with  Roman  law,  which  has  been  made  the  basis  of  law  on  the  continent 
of  Europe.  By  continuing  Ancient  History  to  814  A.  D.,  the  pupil 
does  not  get  that  false  notion  of  classical  history  as  a  thing  apart,  but 
he  sees  the  idea  of  a  Roman  empire  still  persisting  in  the  minds  of 
men  and  profoundly  influencing  future  development.  In  this  way  he 
learns  the  essential  continuity  of  history,  of  the  play  and  interaction  of 
forces  which  are  slowly  and  gradually  transforming  civilization.  The 
treatment  of  the  early  mediaeval  period  will  necessarily  be  brief, 
and  time  will  only  be  found  for  the  consideration  of  the 
Barbarian  invasions,  the  laws  and  customs  and  the  rise  of  the 


72  COURSE  OF  STUDY 

Christian  church  and  of  Mohammedan  civilization,  and  the  growth  of 
the  Frankish  power  to  its  culmination  under  Charlemagne. 

In  teaching  history  it  is  essential  that  the  students  get  into  the 
habit   of   using  and   drawing  maps.      The  effects   of  the  physical   en- 
vironment in  shaping  events  should  be  constantly  kept  in  mind. 
Reference  books  for  teaching  History: 
Baume — History  and  Civics. 
Hinsdale  on  Teaching  History. 
C.  K.  Adams — Manual  of  Historical  Literature. 

Medieval  and  Modern  History — The  first  semester's  work  begins 
with  the  period  of  Charlemagne  and  ends  with  the  Peace  of  Westphalia 
— 1648.  In  this  period  the  elements  in  the  civilization,  which  have  in- 
fluenced modern  life  and  thought,  should  be  emphasized:  — 

1.  Supremacy  of  the  church,  and  its  many  sided  activity; 

2.  Norse  invasions  and  effect  on  countries  invaded; 

3.  Feudalism,    (a)    king  and   castle,    (b)    knight   and   castle,    (c) 

Feudalism  and  the  church,  (England  the  exception  in  Feudal- 
ism and  church  history) ; 

4.  Beginning  of  nationality: 

5.  The  four  leading  crusades  and  their  influence  upon  the  church, 

and  upon  the  political,  the  social,  the  intellectual,  and  the 
material  progress  and  development  of  the  European  nations; 

6.  The  Renaissance; 

7.  And  the  Reformation — when  uniformity  is  lost  and  diversity 

is  the  rule. 

In  the  second  semester,  briefly  survey  the  first  one  hundred  fifty 
years  after  1648,  emphasizing  only  the  events  bearing  on  constitutional 
history:  — 

1.  Principle  of  expansion — going  back  to  the  12th  century  to  get 

basis  of  modern  history,  and  discuss  the  new  ideas  which 
led  to  absolute  monarchies; 

2.  Prominence  of  Spain  and  France,  and  the  rise  of  Prussia  and 

Russia; 

3.  French  Revolution — Note  carefully  the  constructive  work  done 

in  the  first  three  years,  also  the  international  relation  of 
European  states,  and  the  doing  away  with  absolute  monarchs 
in  France  and  Europe,  and  the  rise  of  the  Third  Estate; 

4.  Nation  States, — recent  and     contemporary     Europe    from     the 

French  Revolution  to  the  present  time: — rising  democracy  in 
politics  and  in  industry;  political  federation;  territorial  ex- 
pansion; marvelous  growth  in  wealth  and  population. 

English  History. — The  chief  aim  of  English  History  is  to  lay  the 
foundation  for  an  intelligent  comprehension  of  what  American  insti- 
tutions mean  as  the  culminating  phase  in  the  development  of  the 
world's  history.  To  secure  this  end  the  study  of  the  English  nation 
should  serve  as  a  review  and  give  new  ideas  of  continental  history.  The 
chief  attention  should  be  given  to  the  development  of  English  political 
institutions  considered  with  relation  to  the  political  status  of  Conti- 
nental Europe.  It  must  be  continually  held  in  mind  that  England  is  the 
mother  of  modern  constitutional  government,  that  by  the  force  of  ex- 
ample she  has  become  the  law-giver  of  all  the  nations.  On  account  of 
the  complexity  and  difficulty  of  the  subject,  a  simple,  direct  and  graphic 
treatment  emphasizing  the  main  struggles  for  political  and  civil  privi- 
leges should  be  attempted.  But  the  pupil  should  see  at  the  same  time 
that  political  progress  is  necessarily  accompanied  by,  and  keeps  step 
with,  the  great  social,  industrial  and  literary  movements,  in  short  how 
the  whole  life  of  man  was  broadened  and  quickened  as  the  years  went 
by. 


SUPERIOR  PUBLIC  SCHOOLS  -     73 

In  order  to  bring  out  properly  the  meaning  of  the  American  Revo- 
lution the  imperial  expansion  of  England  and  the  English  colonial 
policy  should  receive  careful  attention.  Time  should  also  be  given  to 
the  British  empire  as  it  exists  in  the  present  century,  especially  in  the 
great  self-governing  colonies. 

American  History  is  taken  up  as  an  advanced  subject,  with  the  pur- 
pose of  getting  a  clear  idea  of  the  course  of  events  in  the  building  of 
the  American  republic  and  the  development  of  its  political  ideas.  Its 
chief  objects  should  be  to  lead  the  pupil  to  a  knowledge  of  the  funda- 
mentals of  the  state  and  society  of  which  he  is  a  part.to  an  apprecia- 
tion of  his  duties  as  a  citizen,  and  to  an  intelligent,  tolerant  patriotism. 

It  is  not  desirable  that  more  than  one-fourth  of  the  year  be  devoted 
to  colonial  history.  The  period  should  be  viewed  as  a  chapter  in  the 
expansion  of  England  and  English  history  must  constantly  be  referred 
to.  Pay  much  attention  to  the  establishment  of  industrial  conditions 
and  of  habits  of  industrial  activity  as  explaining  political  differences 
in  subsequent  times,  especially  as  explaining  the  divergence  of  North 
and  South  after  constitutional  union  had  been  formed.  Pay  but  slight 
notice  to  military  campaigsn  in  any  portion  of  the  study,  though  the 
importance  of  inter-colonial  wars  should  not  be  underestimated,  nor 
the  main  facts  of  other  wars,  especially,  the  Revolution  and  the  Civil 
war  be  neglected. 

While  the  chief  aim  should  be  to  give  the  pupil  knowledge  of  the 
progress  of  political  institutions,  ideas,  and  tendencies,  the  pupil  should 
also  know  the  economic  phases  of  life;  therefore,  whenever  possible, 
direct  attention  not  only  to  economic  and  social  conditions,  but  also  to 
economic  and  social  developments;  and  those  economic,  industrial,  or 
social  modifications  should  receive  chief  attention  which  have  perma- 
nently altered  social  organization,  or  have  become  imbued  in  institu- 
tions, ideas,  or  governmental  forms. 

The  teacher  should  bring  out  the  full  importance  of  the  fact  that 
Virginia  grew  tobacco  and  South  Carolina  rice,  and  that  the  New  Eng- 
landers  were  fishermen  and  traders;  the  class  should  clearly  recognize 
the  meanings  of  slavery  and  white  servitude,  of  cotton  and  the  sugar 
trade,  of  the  steamboat,  of  the  cotton  gin,  of  the  railroad,  the  tele- 
graph, the  rotary  press,  the  sewing  machine. 

Too  much  attention  can  not  be  paid  to  the  biographical  side. 

Special  notice  should  be  given  to  the  great  American  leaders.  Note- 
books should  be  required  for  maps  and  notes  on  collateral  readings. 


CIVICS. 


The  course  in  American  history  is  supplemented  by  a  semester 
work  in  civics. 

A  knowledge  of  the  fundamental  institutons  of  the  land  is  indis- 
pensable to  every  citizen.  Great  care  should  be  taken  not  to  treat  the 
subject  in  a  meaningless,  routine  manner,  for  every  part  possesses  a 
life  which  more  or  less  affects  our  every-day  existence.  Let  the  teacher 
make  the  branch  a  practical  one,  losing  no  opportunity  of  bringing 
out  its  full  meaning  by  the  application  of  current  history  or  local  events. 
In  this  way  an  interest  will  be  excited,  and  more  than  all,  the  great 
object  in  the  teaching  of  civil  government  will  be  more  nearly  attained, 
viz.,  to  create  law-abiding  citizens.  The  young  people  must  early  learn 
the  duties  of  the  citizen  and  the  individual  responsibility  of  that  citi- 
zen toward  maintaining  a  stable  government  for  the  nation. 

Somewhat  more  than  half  of  the  course  is  devoted  to  (1)  a  brief 
preliminary  study  of  the  nature  and  origin  of  civil  society,  some  funda- 
mental notons  of  law  and  justice,  and  like  matters;  followed  by  (2)  a 
very  careful  study  of  local  and  state  government.  The  township, 
county,  village,  municipality  and  state  are  each  in  turn  taken  up  and 
studied  in  their  historical  and  local  bearing.  City  government  is 
treated,  placing  copies  of  the  city  charter  in  the  hands  of  the  pupils. 

The  subject  is  given  much  assistance  by  literary  societies  in  con- 
nection with  the  schools,  which  provide  for  debates  upon  important 
local  and  national  questions,  for  mock  courts,  and  mock  legislative 
assemblies.  Opportunity  is  also  taken  to  study  the  subject  at  first 
hand  through  visits  to  the  county  and  city  offices  and  the  county 
board,  the  city  council,  voting  precincts,  nominating  caucuses  and  con- 
ventions. 

The  remainder  of  the  time  is  given  to  a  formal  study  of  the  con- 
stitution and  the  workings  of  the  national  government.  Fiske's,  and 
James  &  Sanford's  are  the  texts  used. 


ECONOMICS. 


The  aim  of  economics  in  the  high  school  should  be  to  enable  the 
student  to  locate  himself  in  the  existing  industrial  order,  and  to  give 
him  the  freedom  of  an  intelligent  actor  in  it. 

The  course  includes:  (a)  an  observational  study  of  some  of  the 
fundamental  facts  about  the  structure  and  function  of  the  existing 
economic  system;  (b)  the  consideration  of  a  sufficient  number  of  the 
facts  of  industrial  history  to  make  the  fact  of  the  evolution  of  the 
present  system  a  reality  to  the  student;  and  (c)  an  elementary  state- 
ment of  some  of  the  most  fundamental  principles  in  accordance  with 
which  the  present  system  now  works. 

Thus  the  class  should  devote  the  first  month  of  the  course  (a) 
upon  concrete  observation,  and  classification,  and  interpretation  of 
data.  The  series  of  exercises  given  in  Thurston's  text  is  used  as  the 
basis  of  this  part  of  the  course. 

The  following  six  weeks  the  class  devotes  to  (b)  which  embraces 
a  brief  study  of  industrial  history.  Beginning  with  the  family  methods 
of  production,  the  growth  of  the  present  industrial  order  is  traced 
through  the  guild,  domestic  and  factory  system,  to  the  present  system 
of  combination.  Material  for  the  first  three  stages  of  industrial 
evolution  is  drawn  chiefly  from  European  sources,  while  for  the  last 
two, — the  factory  and  combination  or  consolidation  systems, — Ameri- 
can history  abounds  in  illustrations.  The  causes  which  produced  suc- 
cessive stages  of  industry  is  analyzed  and  the  relation  of  each  system 
to  its  contemporary  social  order  pointed  out.  Pupils  thus  gradually 
learn  to  realize  that  our  industrial,  social,  political  and  other  institu- 
tions differ  with  time,  circumstance  and  place.  Thurston,  Introduc- 
tion to  Economics  is  also  used  as  a  text  in  this  part  of  the  work. 
Much  collateral  reading  is  required  in  such  texts  as  Gibbins',  Cunning- 
ham's and  Wright's  Industrial  histories. 

The  second  half  of  the  course  involves  (c)  a  study  of  the 
production,  exchange,  distribution  and  consumption  of  wealth.  Pupils 
should  gain  definite  conceptions  of  terms  like  production,  capital, 
labor,  value,  interest,  etc.  Special  care  should  be  taken  not  to  leave 
pupils  with  the  impression  that  great  world-wide  problems  can  be  ex- 
pressed and  solved  in  dogmatic  definitions.  Nowhere  is  a  largeness 
of  view  and  open-mindedness  more  essential  than  here.  The  United 
States  census  and  other  statistical  works  afford  ample  illustrative 
material  by  means  of  which  class  discussions  can  be  made  concrete. 
The  publications  of  the  state  and  federal  departments  of  labor  and 
many  other  government  publications  can  be  used  with  profit.  Roscher's 
statement  that  the  point  of  departure,  as  well  as  the  aim  of  economic 
science,  is  man,  should  not  be  forgotten.  The  final  test  of  economic 
life  is  human  welfare.  Ely's  and  Bullock's  texts  are  used  in  this  part 
of  the  work. 


PHYSIOLOGY. 


The  course  in  physiology  shall  cover  in  a  general  way,  the  work 
outlined  in  Walker's  Physiology.  The  course  should  be  made  as  ob- 
jective as  possible,  special  emphasis  being  given  to  diagraming  organs 
and  systems  at  the  time  they  are  studied.  Suggestive  experiments 
should  be  performed  by  the  teacher  and  the  student  should  be  taught 
to  observe  the  physiological  process  carried  on  in  his  own  body. 

The  work  should  give  the  student  a  clear  idea  of  the  living  body, 
the  divisions  of  bodies  into  organic  and  inorganic,  into  plants  and  ani- 
mals, of  what  is  meant  by  the  structure  of  a  body,  anatomy,  physiology, 
hygiene,  cell  tissue,  membrane,  gland,  muscle,  tendon,  blood  vessel, 
nerve,  lymphatic,  bone,  and  joint.  There  should  also  be  a  clear  idea 
of  the  kinds  of  work  done  in  the  body  and  of  the  systems  by  which 
it  is  accomplished. 

The  study  of  the  digestive  system  should  include,  (1)  Foods 
— what  constitutes  foods  and  the  classes  of  foods  that  are  taken 
into  the  system;  (2)  the  system  as  a  whole,  including  the  function  and 
structure  of  all  its  organs,  the  mouth,  tongue,  teeth,  salivary  glands, 
pharynx  esophagus,  stomach,  pancreas,  liver,  small  intestine,  and  large 
intestine;  (3)  the  two  routes  by  which  the  digested  food  enters  into 
circulation;  and  (4)  the  laws  of  hygiene  of  the  system. 

In  connection  with  the  circulatory  system  a  study  should  be  made 
of  the  system  as  a  whole,  the  function  and  structure  of  the  organs  of 
circulation  including  the  heart,  arteries,  capillaries  and  veins.  The 
student  should  be  taught  the  structure,  composition  and  function  of 
the  blood  and  to  explain  by  diagram,  the  pulmonic  and  systemic 
circulation,  to  show  the  changes  which  the  blood  undergoes  in  the  lungs 
and  capillaries,  how  animal  heat  is  produced  and  how  regulated,  and 
what  is  meant  by  congestion,  inflammation,  a  cold  and  a  fever. 

A  study  of  the  respiratory  system  should  include  a  knowledge  of 
the  purposes  of  respiration,  the  structure  and  function  of  the  organs 
of  the  system,  the  movements  of  respiration,  the  chemical  changes 
which  result  from  it,  including  a  study  of  the  gases  of  the  atmosphere, 
especially  oxygen  and  carbon  dioxide,  the  consequent  importance  of 
ventilation,  and  Nature's  provision  for  keeping  the  air  pure. 

The  following  secretory  organs  should  be  studied  together  with 
the  function  of  their  secretions:  mucus  and  serus  membranes, 
synovial  membrane,  salivary  glands,  lining  membranes  of  the  stom- 
ach and  intestines,  liver,  pancreas,  oil  glands,  lachrymal  glands  and  the 
lining  of  the  ear. 

The  study  of  the  absorbent  system  should  include  the  methods  by 
which  the  waste  matter  is  taken  from  the  tissues  and  expelled  from 
the  body  as  perspiration,  and  by  the  lungs  and  kidneys.  In  this  con- 
nection, a  study  should  be  made  of  the  skin,  its  structure,  appendages 
and  functions. 

As  a  result  of  the  work  on  the  osseous  system,  students  should  be 
able  to  give  composition,  structure,  classes  and  uses  of  the  bones; 


SUPERIOR  PUBLIC  SCHOOLS  77 

the  parts  of  the  skeleton  in  the  head,  trunk,  upper  and  lower  ex- 
tremities; means  by  which  parts  of  the  skeleton  are  united,  kinds  of 
joints,  and  the  hygiene  of  the  bone,  especially  with  relation  to 
children. 

For  the  muscular  system  there  should  be  a  knowledge  of  the 
structure,  function,  general  arrangement,  position  and  attachment  of 
muscles,  together  with  rules  of  hygiene  in  connection  with  exercise 
and  rest. 

As  a  result  of  the  study  of  the  nervous  system  the  student  should 
be  able  to  show  the  necessity  of  a  nervous  system,  to  diagram  in  a 
general  way  the  cerebro- spinal  and  sympathetic  nervous  systems,  to 
describe  the  two  kinds  of  nervous  tissue  and  functions  of  each,  to 
illustrate  and  explain  what  is  meant  by  impression,  sensation  and 
reflex  nervous  action;  to  diagram  and  state  the  function  of  the  parts 
of  the  brain  and  spinal  cord,  to  describe  by  diagram  the  crossing  of 
the  nerve  fibers  in  the  cord  and  the  medulla  oblongata  and  to  sho-y 
the  effect  of  injury  to  either  side  of  the  brain  or  spinal  cord  and  to 
trace  the  course  of  the  nerve  current  in  reflex  action;  to  show  the 
knowledge  gained  through  the  senses  acting  alone  and  to  diagram 
the  nerves  of  the  eye  and  ear,  describing  by  means  of  diagram  acts 
of  hearing  and  seeing  and  to  show  reasons  for  defective  vision  and 
hearing. 

The  student  should  get  a  clear  notion  of  the  action  of  alcohol  and 
narcotics  upon  the  human  body. 


PHYSIOGRAPHY. 


The  course  in  Physiography  is  arranged  to  cover  the  outline  below. 
The  time  is  divided  between  laboratory  work  and  the  study  of  the 
text-book. 

At  the  end  of  the  course  a  note-book  is  required  of  every  student 
containing  a  complete  record  of  all  observations  and  the  results,  with 
the  student's  own  conclusions.  The  subject  is  made  the  opportunity 
for  an  introduction  to  the  more  advanced  sciences,  viz:  Physics, 
Chemistry  and  Biology.  The  student  is  shown  many  experiments 
illustrating  the  phases  of  those  subjects  and  their  application  to 
Physiography.  It  is  believed  that  this  prepares  the  student  for  the 
more  difficult  sciences. 

Considerable  apparatus  is  used  in  the  presentation  of  the  subject. 

The  Earth  as  a  Globe. 

Shape  of  earth,  how  proved,  consequences  of  shape. 

Size;  how  measured;  effects  of  size. 

Rotation:   character  of  motion;   latitude,  longtitude  and  time. 

Revolution:   rate,  path;  direction  and  the  consequences. 

Magnetism:   compass,  poles,  variation. 

Map  projection. 

The  Ocean. 

Form,  divisions,  and  general  characteristics  of  the  ocean. 
Depth,  density,  temperature  of  ocean  waters. 
Characteristics  of  ocean  floors. 
Distribution  of  life  in  oceans. 
Movement  of  ocean  waters: 

Waves — cause  and  effect. 

Currents — causes,    proofs    of    cause,    important    currents, 
effects  of  currents. 

Tides — character  of  motion,  cause  of  tides,  variation  of 

tides,  boras. 
Work  of  th«  ocean. 
Classes  of  shore  lines  and  importance  of  shore  lines. 

The  Atmosphere. 

Composition  and  offices  of  atmosphere. 
Instruments  used  in  study  of  atmosphere. 
Temperature. 

Source  and  variation  of  atmpspheric  temperatures 

Isothermal  charts  of  world,  January  and  July,  with  special 
study   of   isotherms   of   northern   and   southern   hemis- 
pheres,  of   location   of   heat   equator,    of   cold   pole,   of 
crowded  isotherms,  etc. 
Pressure. 

Measurement  of  pressure. 

Use  of  pressure  in  altitude  determinations. 

Relation  to  temperature. 

Study  of  isobars  on  U.  S.  Weather  Map. 

Distribution  of  pressure  over  world  in  January  and  July. 

Relation  of  isobars  to  isotherms. 


SUPERIOR  PUBLIC  SCHOOLS  79 

Circulation  of  atmosphere. 

Winds,  classes,  directions,  causes,  effects. 
Moisture. 

Source,  forms  of,  measurement  of,  precipitation. 
Storms. 

Paths  and  characters  of  storms  of  United  States. 

Daily  weather  at  different  seasons. 
Relation  of  storms  to  general  weather  conditions. 
Relation  of  weather  to  climate. 


The  Land. 


Several  features  of  land  as  compared  with  ocean. 

Dstribution  of  land. 

Map  representation  of  topography. 

Changes  in  land  forms,  effects  of  elevation  and  depression. 

Plains. 

Kinds  of  plains. 

Characteristics  of  different  kinds. 

Development  of  plains. 

Coastal  plain  of  eastern  United  States  in  parts. 

Alluvial  plains,  their  formation  and  importance. 

Relation  of  life  conditions  to  different  forms  of  plains. 
Plateaus. 

Young  plateaus. 

Dissected  plateaus. 

Old  plateaus. 

Broken  plateaus. 
Mountains. 

Block  mountains. 

Folded  mountains. 

Domed  mountains. 

Massive  mountains. 
Volcanoes. 

Distribution. 

Character  of,  at  different  stages. 

Rivers. 

Life  history  of  river — work  of  rivers,  topography  of  val- 
leys at  different  stages,  lake  and  lake  basins. 
Revived  rivers. 

Drowned  valleys. 

The  great  drainage  basins  of  the  United  States. 

Glaciers. 

Existing  ice  sheets. 

Kinds  of  glaciers. 

Work   of   glaciers. 

Characteristics    of    glaciated    area    of    northern    United 

States. 
Summary. 

Relation  of  man,  plants  and  animals,  to  climate,  land  forms, 
and  oceanic  areas. 


CHEMISTRY. 


Chemistry  is  an  art  as  well  as  a  science.  Acquaintance  with  its 
elements  includes  ability  to  do  certain  things  intelligently  as  well  as 
remembrance  of  the  bare  results  of  chemical  changes.  An  organized 
account  of  the  latter  is  only  a  sort  of  dessicated  residuum  if  it  is  not 
illuminated  by  the  experience  acquired  along  with  skill  in  the  former. 
The  books  usually — and  necessarily — give  prominence  to  the  second 
(the  systematic  aspect),  leaving  instruction  in  the  art  to  the  teacher. 
A  requirement  in  chemistry,  on  the  other  hand,  must  emphasize  the 
art,  for  it  is  universal.  It  will  lay  less  stress  on  any  particular  list  of 
substances,  reactions,  or  topics,  in  view  of  the  extent  of  the  available 
material,  the  briefness  of  the  school  course  and  the  consequent  differ- 
ences between  equally  good  individual  selections.  The  art  cannot,  of 
course,  be  acquired  without  a  fair  systematic  knowledge,  while  a  sem- 
blance of  the  systematic  knowledge  may  be  acquired  without  the  ait. 
The  art  is  therefore  more  worthy  of  emphasis. 

It  will  be  noted  that  the  art  of  chemistry  consists  in  the  practical 
knowledge  of  the  physical  properties  of  all  kinds  of  matter  and  the 
utilization  of  this  knowledge  in  arranging  intelligently  the  conditions 
before  chemical  change,  in  noting  all  physical  indications  during  ex- 
periment and  distinguishing  the  significant  ones,  and  in  interpreting 
the  result  of  ths  observation.  It  thus  deals  almost  exclusively  with 
physical  conceptions  and  facts.  It  demands,  therefore,  a  careful  train- 
ing in  physical  facts,  physical  observation  and  physical  inference.  Con- 
ventionalized chemical  work  which  can  progress  without  skill  in  this 
art  (for  example,  reiterated  observation  of  precipitations)  is  valueless. 

Disregarding  questions  of  order,  and  simply  classifying  the  essen- 
tial principles  of  instruction,  the  pupil  should  be  taxight: 

1.  Technique  of  experimentation. 

Properties  of  common  apparatus  in  respect  to  structure  and 
material.  For  example,  how  to  make  an  apparatus  air-tight  and 
why.  Object  of  such  operations  as  washing  and  drying  gases  and 
how  the  object  is  attained. 

Physical  properties  which  may  be  used  for  recognition  of  each 
substance  and  for  explanation  of  all  observations. 

Judicious  use  of  proportions  and  materials.  Influence  of  con- 
ditions (temperature,  homogeneous  and  heterogeneous  mixture, 
etc.)  on  chemical  change. 

2.  Physical  phenomena,  their  recognition,  description,  and  physical  in- 

terpretation. 

3.  The  more  strictly  chemical  application  of  the  results.    For  example, 

inference  in  regard  to  the  nature  of  the  chemical  change  which 
must  have  led  to  the  results  observed.  Making  of  the  chemical 
equation  from  adequate  data. 

The  material  basis  for  the  above  may  be  found  for  the  most  part  in 
the  employment  of  a  restricted  number  of  elements  and  a  few  of  their 


81 

chief  compounds.  Facts  should  be  simplified  and  systematized  by  gen- 
eralization, and  generalizations  ("laws")  should  be  illustrated  and  ap- 
plied to  familiar  things.  The  usual  theoretical  explanations  should  be 
given  as  the  facts  accumulate.  Laws  and  theories  derive  their  im- 
portance from  the  facts,  not  vice  versa,  and  none  should  be  given  unless 
and  until  the  corresponding  facts  have  been  encountered  in  laboratory 
or  class-room  experiments. 

A  knowledge  of  important  chemical  industries  and  ability  to  work 
simple  problems  will  be  expected. 


PHYSICS. 


The  work  in  physics  should  include: 

(a)  Individual  laboratory  work,  comprising  at  least  thirty-five  ex- 

ercises selected  from  a  list  of  sixty  or  more,  not  very  differ- 
ent from  the  list  given  below. 

(b)  Instruction  by  lecture-table  demonstrations,  to  be  used  main- 

ly as  a  basis  for  questioning  upon  the  general  principles  in- 
volved in  the  pupil's  laboratory  investigations. 

(c)  The  study  of  at  least  one  standard  text-book,  supplemented  by 

the  use  of  many  and  varied  numerical  problems,  to  the  end 
that  a  pupil  may  gain  a  correct  and  comprehensive  view  of 
the  method  of  physical  science. 

Mechanics  and  Hydrostatics — Weight  of  unit  volume  of  a  sub- 
stance; Lifting  effect  of  water  upon  a  body  entirely  immersed  in  it; 
Specific  gravity  of  a  solid  body  that  will  sink  in  water;  Specific  gravity 
of  a  block  of  wood  by  use  of  a  sinker;  Weight  of  water  displaced  by  a 
floating  body;  Specific  gravity  by  flotation  method;  Specific  gravity  of 
a  liquid  (two  methods) ;  The  straight  lever:  first  class;  Center  of 
gravity  and  weight  of  a  lever;  Levers  of  the  second  and  third  classes; 
Force  exerted  at  the  fulcrum  of  a  lever;  Errors  of  a  spring  balance; 
Parallelogram  of  forces;  Friction  between  solid  bodies  (on  a  level); 
Coefficient  of  friction  (by  sliding  on  incline). 

Light — Use  of  photometer;  Images  in  a  plane  mirror;  Images  form- 
ed by  a  comvex  cylindrical  mirror;  Images  formed  by  a  concave  cylindri- 
cal mirror;  Index  of  refraction  of  glass;  Index  of  refraction  of  water; 
Focal  length  of  a  converging  lens;  Conjugate  foci  of  a  lens;  Shape  and 
size  of  a  real  image  formed  by  a  lens;  Virtual  image  formed  by  a  lens. 

Mechanics — Breaking-strength  of  a  wire;  Comparisons  of  wires  in 
breaking  tests;  Elasticity:  stretching;  Elasticity:  bending;  effect  of 
varying  loads;  Elasticity:  bending;  effect  of  varying  dimensions;  Elastic- 
ity: twisting;  Specific  gravity  of  a  liquid  by  balancing  columns;  Com- 
pressibility of  air:  Boyle's  law;  Density  of  air;  Four  forces  at  right 
angles  in  one  plane;  Comparison  of  masses  by  acceleration  test;  Action 
and  reaction;  elastic  collision,  Elastic  collision  continued:  inelastic 
collision. 

Heat — Testing  a  mercury  thermometer;  Linear  expansion  of  a 
solid;  Increase  of  pressure  of  a  gas  heated  at  constant  volume;  Increase 
of  volume  of  a  gas  heated  at  constant  pressure;  Specific  heat  of  a 
solid;  Latent  heat  of  melting;  Determination  of  the  dew-point;  Latent 
heat  of  vaporization. 

Sound — Velocity  of  sound;  Wave-length  of  sound;  Number  of 
vibrations  of  a  tuning-fork. 

Electricity  and  Magnetism — Lines  of  force  near  a  bar  magnet ;  Study 
of  a  single-fluid  galvanic  cell;  Study  of  a  two-fluid  galvanic  cell;  Lines 
of  force  about  a  galvanoscope;  Resistance  of  wires  by  substitution:  var- 
ious lengths;  Resistance  of  wires  by  substitution:  cross-section  and 
multiple  arc;  Resistance  by  Wheatstone's  bridge;  Specific  resistance  of 
copper;  Temperature-coefficient  of  resistence  in  copper;  Battery  resist- 
ance; Putting  together  the  parts  of  a  telegraph  key  and  sounder; 
Putting  together  the  parts  of  a  small  motor;  Putting  together  the  parts 
of  a  small  dynamo. 


BIOLOGY. 


The  course  is  designed  to  include  those  topics  that  are  considered 
fundamental.  Individual  laboratory  work  by  the  student  is  required 
and  receives  double  the  amount  of  time  given  to  the  recitation.  A 
note-book  with  complete  notes  and  drawings  is  prepared  by  each 
student.  A  good  library  is  used  in  reference  work  and  frequent  trips 
are  made  to  the  regions  around  Superior.  One  year  is  devoted  to  the 
subject,  being  divided  so  as  to  cover  the  following  outline: 

Zoology. 

A  study  in  the  laboratory  of  the  following  forms: — 
Protozoa — 

Amoeba. 

Paramoecium. 

Vorticella. 
Porifera — 

Sponges. 
Coelenterata — 

Hydra 
Echinodermata — 

Star-fish. 

Sea-urchin. 
Vermes — 

Earth  worms. 
Mollusca — 

Clam. 

Squid. 
Orthropoda — 

Cray  fish. 

Grass-hopper. 
Vertebrata — 

Frog. 

Botany — 

Part  I.    The  general  principles  of   (a)   Anatomy  and  Morphology,   (b) 

Physiology  and  (c)  Ecology, 
a.     In  Anatomy  and  Morphology. 

The  Seed.  Four  types  (dicotyledon  without  and  with  endo- 
sperm, a  monocotyledon  and  a  gymnosperm) ;  structure  and 
homologous  parts.  Food  supply;  experimental  determination 
of  its  nature  and  value.  Phenomena  of  germination  and 
growth  of  embryo  into  a  seedling  (including  bursting  from 
the  seed,  assumption  of  position  and  unfolding  of  parts) . 

The  Shoot.  Gross  anatomy  of  a  typical  shoot,  including  the  re- 
lationships of  position  of  leaf,  stem  (and  root),  the  arrange- 
ment of  leaves  and  buds  on  the  stem,  and  deviations  (through 
light  adjustment,  etc.)  from  symmetry.  Buds,  and  the  mode 
of  origin  of  new  leaf  and  stem;  winter  buds  in  particular. 


84  COURSE  OF  STUDY 

Specialized  and  metamorphosed  shoots  (stems  and  leaves )- 
General  structure  and  distribution  of  the  leading  tissues  of 
the  shoot;  annual  growth;  shedding  of  bark  and  leaves. 

The  Root.  Gross  anatomy  of  a  typical  root;  position  and 
origin  of  secondary  roots;  hair-zone,  cap  and  growing  point. 

Specialized  and  metamorphosed  roots.  General  structure  and 
distribution  of  the  leading  tissues  of  the  root. 

The  Flower.  Structure  of  a  typical  flower,  especially  of  ovule 
and  pollen;  functions  of  the  parts. 

Comparative  morphological  study  of  six  or  more  different 
marked  types,  with  the  construction  of  transverse  and  longi- 
tudinal diagrams. 

The  Fruit.  Structure  of  a  typical  fruit,  especially  with  refer- 
ence to  changes  from  the  flower,  and  from  ovule  to  seed. 
Comparative  morphological  study  of  six  or  more  marked 
types,  with  diagrams. 

The  Cell.  Cytoplasm,  Nucleus,  Sap-cavity,  Wall.  Adaptive 
modifications  of  walls,  formation  of  tissues. 

b.  In  Physiology. 

Role  of  water  in  the  plant;  absorption  (osmosis),  path  of  trans- 
fer, transpiration,  turgidity  and  its  mechanical  value,  plas- 
molysis. 

Photosynthesis;  dependence  of  starch  formation  upon  chloro- 
phyll, light  and  carbon  diovide;  evolution  of  oxygen,  observa- 
tion of  starch  grains. 

Respiration;  necessity  for  oxygen  in  growth,  evolution  of  car- 
bon dioxide. 

Digestion;  digestion  of  starch  with  diastase,  and  its  role  in 
translocation  of  foods. 

Irritability;  Geotropism,  heliotropism  and  hydrotropism;  na- 
ture of  stimulus  and  response. 

Growth;  localization  in  higher  plants;  amount  in  germinating 
seeds  and  stems;  relationships  to  temperature. 

Fertilization;  sexual  and  vegetative  reproduction. 

c.  In  Ecology. 

Modifications  (metamorphoses)  of  parts  for  special  functions. 

Dissemination. 

Cross-pollination. 

Light  relations  of  green  tissues;  leaf  mosaics. 

Plant  Societies;    Mesophytes,  Hydrophytes,  Halophytes,  Xero- 

phytes;    Climbers,  Epiphytes,  Parasites    (and  Saprophytes) ,. 

Insectivora. 

Plant  Associations,  and  zonal  distribution. 

Part  II.     The  Natural  History  of  the  Plant  Groups,  and  Classification. 

A  comprehensive  summary  of  the  great  natural  groups  of 
plants,  based  upon  the  thorough  study  of  the  structure,  re- 
production and  adaptations  to  a  habitat  of  one  or  two  types 
from  each  group,  supplemented  and  extended  by  more  rapid 
study  of  other  forms  in  those  groups.  Where  living  material 
is  wanting  for  the  latter,  preserved  material  and  even  good 
pictures  may  be  used,  and  a  standard  text-book  should  be 
thoroughly  read.  The  general  homologies  from  group  to 
group  should  be  noted. 


SUPERIOR  PUBLIC  SCHOOLS  85 

In  general  in  this  part  of  the  course  much  less  attention  should 
be  given  to  the  lower  and  inconspicuous  groups,  and  pro- 
gressively more  to  the  higher  and  conspicuous  forms. 

Following  is  a  list  of  recommended  types  from  which,  or  their 
equivalents,  selection  may  be  made: 

a.  Algae,  Pleurococcus,  Sphaerella,  Spirogyra,  Vaucheria,  Fucus, 

Nemalion  (or  Polysiphonia  or  Coleochsete). 

b.  Fungi.     Bacteria,    Mucor,    Yeast,    Puccinia    (or   any   Powdery 

Mildew),  Mushroom. 

c.  Lichens,  Physcia  (or  Parmelia). 

d.  Bryophytes.     In  Hepaticae,  Radula  or    Porella  or  Marchantia). 

In  Musci,  Mnium  (or  Funaria  or  Polytrichum). 

e.  Pteridophytes.     In  Filicineae,  Aspidium  or  equivalent,  includ- 

ing, of  course,  the  prothallus. 

In  Equesetinese,  Equisetum. 

In  Lycopodineae,  Lycopolidum  and  Selaginella   (or  Isoetes). 

f.  Gymnosperms.     Pinus  or  equivalent. 

g.  Angiosperms.      A    monocotyledon    and    a    dicotyledon,    to    be 

studed  with  reference  to  the  homologies  of  their  parts  with 
those  in  the  above  groups;  together  with  representative 
plants  of  the  leading  subdivisions  and  principal  families  of 
Angiosperms. 

Classification  should  include  a  study  of  the  primary  subdivis- 
ions of  the  above  groups,  based  on  the  comparison  of  the 
types  with  other  (preferably)  living  or  preserved  material. 
The  principal  subdivisions  of  the  Angiosperms,  grouped  on 
on  the  Engler  and  Prantl  system,  should  be  understood. 


COMMERCIAL  SUBJECTS. 

The  purpose  of  this  course  is  to  supply  facilities  for  the  training 
of  pupils  who  desire  to  enter  business  careers.  It  is  to  give  a  knowledge 
of  the  structure  and  workings  of  the  industrial  organism  which  will  en- 
able them  to  attain  a  higher  degree  of  social  and  industrial  efficiency 
than  is  possible  for  the  average  man  who  goes  into  business  without 
such  preliminary  training. 

It  is  also  the  purpose  of  this  course  to  equip  pupils  with  the  basic 
principles  and  methods  of  technical  knowledge  needed  for  the  perform- 
ance of  the  manifold  processes  of  industry  and  commerce. 

Commercial  Arithmetic. 

This  course  is  intended  to  meet  all  the  requirements  of  commercial 
calculations.  It  should  not  only  contain  the  theories  and  principles 
which  underlie  arithmetical  computations,  but  should  aim  to  render 
the  pupil  expert  in  applying  them  to  practical  work.  Accuracy  and 
rapidity  are  essential  in  business.  The  pupil  should  be  taught  to  use 
his  judgment  as  well  as  his  memory  in  solving  problems.  The  man 
of  business  does  not  meet  his  problems  carefully  labelled.  He  must  make 
himself  master  of  principles  and  use  common  sense  in  their  applica- 
tions. Realizing  this  fact  the  teacher  should  offer  such  problems  for 
solution  as  the  pupil  will  be  likely  to  meet  in  practical  life. 

Before  working  an  example  the  pupil  should  study  its  statements 
in  all  their  relations  to  each  other  and,  reasoning  from  the  nature  of 
the  case,  obtain  an  approximate  answer. 

Short  methods  should  be  introduced  to  a  limited  extent  only.  In 
cases  where  their  application  does  not  impair  clearness  they  are  per- 
missible. 

Bookkeeping. 

The  time  devoted  to  bookkeeping  is  one  year.  Bookkeeping  is 
primarily  placed  in  the  course  to  supply  the  demand  for  practical  in- 
struction in  common  affairs  of  business  life. 

The  value  of  the  study  depends  largely  on  the  system  used  and 
the  manner  of  treatment;  also  upon  its  direct  relation  to  actual 
business  conditions.  It  should  be  a  record  of  business  transac- 
tions just  performed  by  the  pupil.  No  two  sets  of  books  should  be  alike. 
Then  the  pupil  realizes  that  success  depends  upon  his  own  individual 
effort.  His  cash  must  equal  the  amount  called  for  by  his  books,  his  trial 
balance  must  be  able  to  stand  the  test  in  regard  to  all  affairs  of  his 
business.  The  various  forms  of  business  paper,  checks,  drafts,  notes, 
loans  and  the  methods  of  business  transactions  must  be  made  to  assume 
a  definite  meaning. 

Commercial  Geography. 

The  aim  in  this  course  is  to  give  the  pupil  a  knowledge  of  the  earth 
as  an  agent  in  the  production  of  commodities  upon  which  human  life 
depends.  It  should  give  an  account  of  the  physical  features,  the  pro- 
ducts, and  the  trade  of  the  United  States  in  particular,  also  a  more 
general  view  of  these  for  the  world  at  large,  and  in  dealing  with  other 


SUPERIOR  PUBLIC  SCHOOLS  87 

countries  emphasis  should  be  laid  on  their  trade  relations  with  the 
United  States.  The  commerce  of  each  country  should  be  treated  under 
the  following  heads:  First,  the  physical  basis;  second,  the  people; 
third,  the  products;  fourth,  the  trade.  The  present  conditions  of  trade 
should  be  made  clear,  but  with  attention  fixed  primarily  on  the  physi- 
cal law  and  facts  by  which  it  is  influenced.  To  understand  the  rela- 
tions of  geography  and  commerce,  the  various  industries  and  occupa- 
tions of  men  must  be  studied  in  the  light  of  their  dependence  upon 
physiographic  surroundings.  It  includes  not  only  the  physical  environ- 
ment, but  the  human  element  as  well.  Emphasis  should  be  put  upon 
interactions  which  are  an  outcome  of  the  relationship  of  man  and 
nature.  The  three  basal  interests  are  production,  transportation  and 
consumption. 

I.  Principal  of  World  Trade: 

(a)  Division  of  labor  among  nations  of  the  world  at  large.   Illus- 

trate by  division  of  labor  in  the  community. 

(b)  Manufacturing  interests  characterize  nations  of  temperate 

zone,  while  raw  material  is  a  leading  interest  of  tropical 
peoples. 

(c)  The  presence  of  water  power  and  of  coal  and  iron  determine 

a  manufacturing  population.  Raw  material  is  drawn  to 
manufacturing  centers. 

(d)  Aptitudes  of  different  peoples  for  different  kinds  of  indus- 

trial activities  are  an  important  feature  in  promoting  the 
world's  commerce. 

(e)  The  foreign  trade  of  a  country  may  be  simply  the  expansion 

of  its  internal  or  domestic  trade.  The  surplus  of  produc- 
tion, in  either  raw  material  or  manufactures,  becomes  ex- 
port. The  exchange  of  the  surplus  for  the  needed  com- 
modities produced  by  a  foreign  country  lies  at  the  basis 
of  world  commerce. 

II.  Factors  in  interchange  of  commodities. 

(a)  System  of  exchange  bind  on  the  respective  value  of  goods. 

(b)  Bring  here  a  study  of  price,  and  standard  of  values. 

(c)  System  of  banking  and  credit. 

(d)  Definite  system  of  weights  and  measures. 

(e)  Transportation  of  goods  by  ship  and  rail. 

(f )  Facilities  for  communication  by  telegraph  and  cable. 

(g)  Metric  system. 

III.  Trade  routes: 

(a)  Trans-Atlantic   route,    Mediterranean   route,    Pacific   Ocean 

route,  Cape  Horn  route,  Cape  of  Good  Hope  route. 

(b)  Canals — Suez. 

(c)  Railroads. 

IV.  Growth  of  great  commercial  cities  in  trade  routes. 
Commercial  Law. 

This  course  is  designed  to  show  how  the  rules  of  law,  governing 
ordinary  business  transactions,  have  been  developed  and  to  tell  what 
they  are.  It  should  give  the  pupil  a  fair  acquaintance  with  those  legal 
principles  and  ideas  which  are  involved  in  the  common  affairs  of  busi- 
ness and  help  him  to  avoid  business  pitfalls  and  to  know  when  to  seek 
legal  advice.  Further,  it  should  declare  to  him  the  meaning  of  legal 
terms  used  daily  in  conversation  and  newspapers,  show  him  how  to 


88  COURSE  OF  STUDY 

make,  indorse  and  use  checks  and  other  forms  of  negotiable  paper; 
teach  him  his  rights  against  hotel-keepers,  common  carriers  and  many- 
others,  as  well  as  to  give  him  much  useful  information  about  the  pur- 
chase and  sale,  the  transfer  and  conveyance  of  land  and  of  personal 
property. 

I.    Nature  and  origin  of  law. 
II.     Law  merchant  and  common  law. 

Studied  as  sources  of  modern  business  law  and  stages  of  de- 
velopment. 

III.  Contracts. 

IV.  Agency. 

V.    Bailments:      Including  the  obligations  of  inn-keepers,  common 

carriers  and  telegraph  companies. 
VI.    Bankruptcy  and  insolvency. 
VII.     Insurance. 
VIII.    Negotiable  paper. 

IX.     Partnership — joint  stock  companies,  corporations. 
X.     Property — Its  acquisition  and  transfer. 
XI.     Sales  of  personal  property. 
References: 

Black's  Constitutional  Law. 

Wisconsin  Session  Laws,  1899. 

West's  "Ancient  History"   (Rome). 

Jenk's  "History  of  Politics." 

Green's  "Short  History  of  English  People." 

Robinson's  "Elementary  Law." 

Commercial  History. 

The  commercial  growth  of  individual  nations  and  an  understanding 
of  the  forces  which  have  contributed  to  the  steady  expansion  of  the 
world's  trade  should  be  presented  in  a  systematic  manner.  The  fact 
that  a  nation's  commerce  is  born  of  its  industry  and  is  a  part  of  its 
struggle  for  the  necessaries,  comforts  and  luxuries  of  life  should  be 
made  clear  to  the  pupils. 

The  study  embraces: 

I.  (a)  A  general  view  of  the  agriculture  and  the  manufactures  of 
various  peoples  will  enable  the  pupil  to  understand  their 
commerce. 

(b)  The  physiographical  aspect  of  commerce. 

(c)  Great  trade  routes  should  be  noted  at  different  periods,  the 

successive  marts  which  have  served  as  commercial  centers 
and  the  causes  which  have  shifted  these  routes  and  centers. 

(d)  Touch  upon  the  growth  of  a  medium  of  exchange. 

(e)  History  of  colonization. 

(f )  The  industrial  organization  of  various  peoples  and  periods. 

(g)  Growth  of  trading  companies, 
(h)    Organization  of  capital. 

( i )    Influence  of  slavery. 

(f)  Great  geographical  discoveries  and  great  inventions  which 
have  increased  production  and  facilitated  communication 
and  transportation. 

(k)  The  influence  of  aesthetic  tastes,  religious  beliefs  and  rival- 
ries, such  customs,  and  varied  teachings  upon  human  de- 
mands. 

( 1 )  The  attitude  of  various  religious  and  church  organizations 
towards  commerce  as  a  factor  of  those  demands. 

(m)   The  influence  of  difficult  economic  theories. 


SUPERIOR  PUBLIC  SCHOOLS  89 

n.    Relation  between  commercial  and  political  history: 

(a)  National  policy  influenced  by  commercial  considerations. 

(b)  Commercial   motives  fundamental   in   making  political   al- 

liances. 

(c)  Commercial  relations  lead  to  growth  of  the  body  of  inter- 

national law. 

(d)  Influence  on  constitutions  and  cost  reforms. 

III.  Oriental,  Greek  and  Roman  (avant)   commerce  should  be  given 

but  little  time.     Special     attention     should    be    paid     the 
"Phoenican  and  Carthaginean"  Period. 

IV.  Medevial  commerce, — Venice,  Genoa  and  Pisa: 

(a)  Increase  of  field  of  commerce  and  variety  of  articles  made 

and  exchanged. 

(b)  Commercial  routes  of  this  period. 

(c)  Influence  of  church  as  development  of  commerce. 

(d)  Rise  of  the  "Protection  System." 

(e)  Rise  of  merchant  and  craft  guilds. 

(f )  Development  of  "Fairs"  and  "Markets." 

(g)  Development  of  banking  and  credit. 

V.    Influences. 

(a)  Standard  of  living  ruined. 

(b)  Wealth  gave  men  leisure  and  opportunity  to  attain  culture 

— brought  culture  of  the  east  westward. 

(c)  Effective  force  in  overthrowing  feudal  system. 

(d)  Served  in  bringing  about  ultimate  constitutional  recognition 

of  principle  of  political  equality. 

VI.    Modern  Commerce: 

(a)  Important  influence  of     Renaissance     inventions     of     gun- 

powder, compass  and  printing  press. 

(b)  Opening  up  of  the  new  world. 

(c)  New  trade  routes  (Cape  of  Good  Hope). 

(d)  Special  reference  to  Portugal,  Spain  and  Netherlnads. 

VH.    Age  of  Steam: 

(a)  English  industrial  revolution — causes,  etc. 

(b)  Growth  of  factory  system,  and  means  of  transit. 

(c)  French  revolution  and  its  effects  on  commerce. 

(d)  England   and   effect  of  free  trade,   she  became  the  great 

dock  of  all  countries. 
Colonial  expansion  and  its  influence  in  expanding  trade. 

(e)  Growth  of  trade  unions  latter  part  of  eighteenth  and  nine- 

teenth century. 

(f )  Special  attention  to  Zollverein  in  Germany. 

VIII.    American  Civics: 

(a)  Economic  basis  of  revolution,   growth   of  agriculture  and 

manufactures. 

(b)  Development  of  interstate  commerce. 

(c)  Tariff  policy  (profusion). 

(d)  Commercial  treaties  with  England,  France,  Spain. 

(e)  Reciprocity. 

(f )  Industrial  effects  of  slavery. 

IX.    Age  of  Electricity: 

(a)  Cable  telegraph,  telephone,  communication. 

(b)  Rapid  transit. 


90  COURSE  OF  STUDY 

(c)  Electricity — cause,  change  of  methods. 

(d)  Concentration  of  capital  and  labor. 

Text:     "General  History  of  Commerce." — Webster. 

Sources: 

1.  Economic  laws,  ordinances  and  decrees  of  various  countries. 

2.  Tariff  and  custom-house  reports. 

3.  Commercial  treaties  and  commercial  claims  in  the  treaties. 

4.  Parliamentary  debates,  reports  of  different  countries  and  of 

government  commissions. 

5.  Reports  of  chambers  of  commerce. 

6.  The  market  reports. 

7.  Trade  journals. 

8.  Texts  on  economics. 

9.  Museum  collections,  especially  moneys,  utensils. 


MANUAL  TRAINING. 


First  Year. 

Cabinet  making  and  joinery. 

Mechanical  drawing  based  on  machine  construction. 
Models — Stands,  tables,  chairs,  chests. 

Second  Year. 

Wood  Turning.  The  use  of  the  lathe  and  lathe  tools.  Mod- 
els from  home  life  requiring  the  use  of  the  lathe.  Original  con- 
structions using  turned  work. 

Mechanical  drawing — Models  showing  practical  application 
of  principles  of  steel  construction  in  buildings  and  bridges. 

Models — Candle  sticks,  handles,  wheels,  pulleys,  etc. 

Third  Year. 

Wood  carving — The  different  types  of  carving  based  on  the 
history  of  architecture. 

Mechanical  drawing  related  to  architecture. 

Types — Geometric,  interlacing,  wood  engraving,  Byzantine, 
Renaissance,  etc. 

Fourth  Year. 

Sheet  metal  work.  Arts  crafts  work  in  copper.  Practical  ap- 
plications of  the  problems  of  the  sheet  metal  worker.  Metal 
spinning. 

Mechanical  drawing — Orthographic  projection,  intersection 
of  solids,  the  more  theoretical  and  geometrical  forms  of  the 
work. 

SEWING. 
First  Year: 

Machine  sewing: — Care  and  use  of  sewing  machine.     Essay  on 

"History  of  the  Sewing  Machine." 
Cutting  and  making  of  undergarments. 

Second  Year: 

Essay  on,  "History  of  Costumes." 
Cutting  and  making  a  cotton  shirt-waist  suit. 
Art  needle  work: — A  variety  of  stitches  applied  to  linen  and 
flannel;  initials  and  monograms;  damask  stitch;  drawn  work. 


SUPERIOR  PUBLIC  SCHOOLS  91 


SOME  INDICATIONS  OF  A  GOOD  SCHOOL. 


External  or  Secondary. 

1 .  Curtains  evenly  arranged  or  adjusted  for  best  light. 

2 .  Heat  and  ventilation  adjusted  so  as  to  secure  a  temperature  of  70 
degrees.     This  is  not  to  be  neglected  until  the  room  is  excessively 
cold  or  hot,  or  air  poor. 

3.  Blackboards  cleaned,  at  least  no  slovenly  work  left  upon  them. 

4.  Only  best  work  by  teacher  and  pupil  to   be  found   at  any  time. 
There  is  no  excuse  at  any  time  for  slovenly  work.     The  teacher's 
work  should  at  all  times  be  a  model  for  the  pupil  to  follow.     We 
frequently  see  much  careless  work. 

5 .  The  floor  free  from  papers  and  no  unnecessary  dirt  around. 

6 .  No  unnecessary  material  on  desks  and  material  not  in  use  neatly 
put  away. 

7 .  Pupils'  desks  tidy  and  free  from  ink  stains.     A  little  attention  is 
needed. 

8 .  A  well  arranged  program  and  the  same  carefully  observed  in  the 
daily  work.     It  is  not,  good  policy  to  let  classes  go  over  time  so  one 
class  is  stealing  time  from  the  next,  except  for  some  special  pur- 
pose.    The  latter  when  only  one  teacher  is  concerned.     It  is  unfair 
to  hold  a  class  when  others  wait. 

9 .  Pupils  attending  to  their  own  business,  not  sitting  with  feet  in  the 
aisle,  or  in  lazy  attitudes.    A  business  attitude  is  wanted. 

10.  A  neat,  quiet,  systematic  way  for  calling  and  dismissing  classes  and 
th  same  observed  by  both  pupil  and  teacher.     We  like  the  military 
style  of  exactness  in  movements.     Movements  should  be  simple  but 
perfect. 

11.  Neat  and  tidy  appearance  on  part  of  teachers. 

Subjective  or  Primary. 

1 .  Teacher  should  have  a  well  defined  lesson  plan  for  the  work  of 
the  day. 

2 .  The  plan  for  one  lesson  should  contain  but  few  teaching  points. 

3 .  The  younger  the  pupils  the  fewer  the  teaching  points. 

4 .  The  whole  lesson  should  not  be  equally  emphasized.     All  emphasis 
is  no  emphasis. 

5 .  Not  a  silent  but  a  talkative  class.     It  is  not  the  work  of  the  teacher 
to  recite  but  to  conduct  the  recitation.     This  includes  all  proper 
explanations,  but  does  not  mean  that  the  teacher  is  to  do  the  pupils' 
work  for  him.      (An  unnecessarily  talkative  teacher  usually  has  a 
silent  class.) 

6 .  A  recitation  conducted  for  the  class  and  not  for  individual  pupils. 

7 .  Progressive  work  in  the  recitation,  reached  by  clear  cut  and  definite 
questions  and  thoughtful  answers,  pupils  reciting  within  their  ap- 
perceptive  powers.    A  recitation  often  befogs  rather  than  clears  the 
mind. 

8 .  The  end  of  the  recitation  should  bring  added  knowledge,  clear  per- 
ceptive powers,  a  desire  to  investigate  further,  and  a  definite  un- 
derstanding as  to  what  is  to  be  accomplished  in  the  next  recitation. 

9 .  Punctuation,  capital  letters,  paragraphing,  penmanship,  composi- 
tion, spelling,  orderly  arrangement,  and  general  neatness  should 
receive  attention. 


92  COURSE  OF  STUDY 

HOW  TEACHERS  WASTE  TIME. 


1 .  A  lack  in  pursuing  work  methodically. 

2 .  By  not  understanding  that  habits  like  weeds  are  not  eradicated  by 
partly  pulling  up.      Crocodiles  should   be  killed   in  the  egg,   not 
hatched. 

3.  Accepting  poor  work,  thus  lowering  the  standard  of  scholarship 

4 .  Permitting  a  partially  learned  lesson  to  pass,  thus  weakening  those 
to  come. 

5 .  Failing  to  make  proper  explanations  of  lessons  assigned. 

6 .  Not  making  proper  applications  of  things  studied  or  taught. 

7 .  Failing  to  study  the  motives  that  propel  and  guide  children. 

8 .  Keeping  pupils  on  work  that  they  already  understand. 

9 .  By  narrowness  in  scholarship,  thus  failing  to  realize  student  in- 
stincts. 

10.  By  not  knowing  whether  it  is  knowledge,  power,  or  skill  that  is  to 
be  imparted. 

11.  Failing  to  consider  each  day  at  close  of  school  how  much  could 
have  been  eliminated  from  the  day's  work  and  have  made  the  teach- 
er's work  easier  and  the  pupils'  better. 

12.  Repeating  the  question  for  the  inattentive  and  the  answer  for  the 
whole  class. 

13.  Failing  to  cause  the  ordinary  child  to  feel  that  he  is  capable  of 
something  better. 

14.  Failing  to  see  that  the  teacher's  personality  enters  into  the  life  of 
the  child. 

15.  Failing  to  properly  cultivate  the  powers  of  observation  and  ex- 
pression on  the  part  of  the  pupil. 

16.  Memorizing  words  and  sentences  whose  meaning  are  not  known. 

17.  Failing  to  realize  that  opinions  are  based  upon  the  point  of  ob- 
servation. 


